three days workshop - outcome based education

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OUTCOME BASED ACCREDITATION

A Three day workshop for Evaluators / Resource Persons

Document Created by:

1. Dr. D.K. Paliwal

2. Dr. A. Koteshwara Rao

3. Dr. S. Bhaskar

. r. . u a r

5. Dr. S. Rajakarunakaran



WORKSHOP OUTCOMES

Upon successful completion of Training the participants would be

1. Able to distinguish PEOs and POs . , ,

3. Able to identify, design and apply appropriate assessment methods

for PEOs, POs and COs

4. Able to recognize the contribution of co-curricular/extra-

curricular activities in the attainment of POs

5. Able to analyze the effectiveness of the indirect assessment

methods / rubric used to measure PEOs, POs and COs

6. Able to identify the scope for continuous improvement and to

propose corrective measures

7. Able to correlate the Programme Specific Criteria with Programme

Curriculum and Faculty competency

8. Able to assess all the criteria in the NBA’s SAR



DAY 1

WORKSHOP STRUCTURE

DAY - 1

Overview of OBE parameters and Assessment Tools by Resource Persons

Presentation of Phase I task by individual part icipants Presentat ion o f task b i nd iv id ua l a r ti ci a nts rel ated to w orksho outcomes

1 & 2

Task Assignment to part icipants related to workshop outcomes 5 & 6

DAY - 2AY - 2

Presentation of task by individual participants related to workshop outcomes3 & 4

Effectiveness of Asses sment tools and Continuous Improvement in,

Presentation of task by individual participants related to workshop outcomes5 & 6

Task Assignment to part icipants related to workshop outcomes 7 & 8

DAY - 3

Programme Specific Criteria, Students and Faculty by resource perso n

7 & 8

Interactive Review on NBA’s SAR



CONTENTS

Significance and Benefits of Accreditation

Washington Accord – What and Why

Accreditation Models

Outcome based education (OBE) – An Overview

Outcome based accreditation OBA

Accreditation Criteria – A Walkthrough Programme Specific Criteria – Significance

, ,

Assessment Methods/Tools - Indicative Examples

Administrative Support for OBE and Continuous Improvement

NBA’s SAR – Tier I and Tier I I

Fil ling of SAR – Reverse Engineering

eNBA Accreditation Process

Evaluation Guidelines 360 degree Feedback



WHAT IS ACCREDITATION

an educational program / Institution

by an external - independent agency

on the basis of well defined criteria



ACCREDITATION

• Institutional Accreditation

• evaluation of overall institutional quality, but it does not focus on

individual academic programmes.

• Programme Accreditation

• evaluation of a specific academic programme of study, rather than

an institution as a whole.



WHO DOES ACCREDITATION IN INDIA

• Institutional accreditation by National Assessment and

Accreditation Council (NAAC)•

• Technical Programmes

– A totally independent body – National Board of Accreditation (NBA)

•

Management, Architecture, Pharmacy, Hospitality and Mass

Communication



SIGNIFICANCE OF ACCREDITATION

At National Level

Students and parents to select the institutions and programs foradmission.

Employers in deciding about the institutions for recruitment ofgraduates.

Institutions to avail the benefits from regulatory bodies and fundingagencies institutions.

Institutions in deciding about transfer of students from otherinstitutions

At International Level

Mobility of students for pursuing higher studies and employment in

other countries

Growing number of institutes , types (univ, deemed, private, autonomous,

affiliated … and ro rams



BENEFITS OF ACCREDITATION

Students get quality education and better employment

opportunity.

updates in view of emerging technology and tools.

Development of faculty benefits of realization of ef forts,,

advancement, consultancy & sponsored R&D

Exchange of views – opportunities supplement each otherrequ remen .

Employer in industry / academia/ public services get well

grounded practice engineers with requisite technical ande av ora s s gra ua e a r u es.

Institution builds up a Brand.

Continuous improvement towards excellence.



GLOBAL MOBILITY UPON ACCREDITATION

Graduation from an accredited program is EducationalPassport for engineers mobility across good number ofadvanced nations and emerging economies.

These graduates may get leadership positions and challenging.

Faculty may also get invitation for lectures, researchu ance, an aca em c ea ers p a m n s ra on.

Industry can hire graduates from accredited institutions forinnovation-intensive projects for higher profits.



HOW GLOBAL MOBILITY IS ASSURED ??

Multi-national accords for mutual recognition of accrediting

process and there by recognizing the accreditation.

For UG Engineering Degree program

Sydney Accord, 2001

Dublin Accord, 2002

For Engineering Technician program

Seoul Accord, 2008

For Professional Engineers in computing and IT – related fields



WASHINGTON ACCORD

III-A

An accord singed among six countries (Australia,

Canada, Ireland, New Zealand , United Kingdomand United States) in the year 1989.

the qualifications accredited by signatories.

5 provisional signatories.

em ers o as n on ccor o ows ou come

based accreditation.

12



WA contd…

All members accept the defined Graduate

Attributes.

Washington Accord is applicable only for UGEn ineerin Pro rammes.

If India wants to reap the benefits of its largehuman resource and to become knowled esociety and global supplier of trained HR – it

is must to be a full signatory of WashingtonAccord - Countries like Australia have ademand for Engineers.

13



Signatories of WA• Australia – Represented by Engineers Australia (1989)

• Canada – Represented by Engineers Canada (1989)• –

• Hong Kong China – Represented by the Hong Kong Institute of Engineers (1995)

• Ireland – Represented by Engineers Ireland (1989)

• Ja an – Re resented b Ja an Accreditation Board for En ineerin Education 2005

• Korea –Represented by Accreditation Board of Engineering Education of Korea(2007)

• Malaysia - Represented by Board of Engineers Malaysia (2009)

• New Zealand – Represented by Institution of Professional Engineers NZ (1989)

• Singapore – Represented by Institution of Engineers Singapore (2006 )

• South Africa – Represented by Engineering Council of South Africa (1999)• Turkey – Represented by MUDEK (2011)

• United Kingdom – Represented by Engineering Council UK (1989)

• United States – Represented by Accreditation Board for Engineering

an ec no ogy



Provisional Members of WA• Bangladesh –Board of Accreditation for Engineering and Technical Education

• German –German Accreditation A enc for Stud Pro rams in En ineerin and

Informatics

–

• Pakistan –Pakistan Engineering Council

• Russia –Russian Association for Engineering Education

• –



INTERNATIONAL ACCORDS - ISSUES

Guiding Principles Autonomy of Signatory

Transparency to Accreditation SystemMUTUAL

MUTUAL

Basis - Education FrameworkEntry level qualifications

RECOGNITION RECOGNITION

I n t e r n a t i o n a lI n t e r n a t i o n a lum er o years o e program

Recognition of the program by Competent Accreditation Authority and Reputation ofthe Institute

g r e e m e n sg r e e m e n s

ObstaclesDifferences in Education System

Accreditation systemDisciplines



ACCREDITATION MODELS

Minimal Model Often numeric and law-based

Provides a prescription for a minimal core and very general parameters forthe rest of the curriculum

Does not encourage continuous improvement

Input-Output Model Often involving direct prescriptions of curriculum and faculty

composition Makes the accrediting process uniform and potentially fair

Relativel eas to maintain

Stifle innovation and creativity in the curriculum

Outcome Model Focuses on the ob ectives and outcomes of the ro ram

Requires evidence of measurement and attainment of objectives andoutcomes

Too much data may be collected and analyzed periodically



-

financial resources

quantitative grades ofInfrastructure facilities

graduatingProgram

me

faculties success rate ofstudents

Number of quality of

students

Measurable Outputs



SHIFTIn ut- outout based Assessment

from

Input-output: Infrastructure, Students, Teachers, Supportstaff, Management, Curriculum, Calendar.

Pass % Number of ublications lacement etc.

Input- outputbased

Assessment

to

-

Outcomes: What knowledge, skill and behavior a graduate isexpected to attain upon just completion of aro ram and after 4-5 ears of raduation

Outcome-

Observable and Measurable abilities / outcomes.

Graduate Attributes(GA) defined by NBA

This necessitates ma in of outcomes with

Assessment

GA, Objectives, Mission and vision



–

AN OVERVIEW

Starting with a c ear p c ure of what is

…

delivary and assessment to make

…



(Education)

OBC(Curriculum)

What the studenthat the student

shouldhould be able toe able to

doo?

OBLT

Making

the

student

to achieve the

(Learning Teaching)

OBA(Assessment)

outcomes

How to measure what Attributes

(Assessment)e

s u en

as

achieved?



COURSE, DEGREE, PROGRAMME

Course

Course is a unit of teaching, which encompasses various

faculty and has a fixed registered students.

Programme

, - -

curricular activities to accomplish predetermined objectivesleading to the awarding of a degree.

e ree

Academic award conferred upon a student on successful

completion of a program designed to achieve the definedattr utes



KEY CONSTITUENTS OF OUTCOME BASED

EDUCATION

MissionVision

d

e

s

ig

n Graduate

r u es

23



Vision is a futuristic statement that the institution /

department would like to achieve over a long period of time

Mission statements are essentially the means to achieve the

vision

For example,

Vision: Create high-quality engineering professionals

,

practical experience, and opportunities for

overall personality development.

24



PROGRAM EDUCATIONAL OBJECTIVES

(PEOS)PEOS)

Program educational objectives are broad statements thatdescribe the career and professional accomplishments

that the program is preparing the graduates to achieve.

Guidelines for the PEOs

PEOs should be consistent with the mission of the Institution

The number of PEOs should be manageable PEOs should be achievable by the program

PEOs should be based on the needs of the

constituencies

25

II B (2)



HOW TO EVOLVE PROGRAM

II-B (2)

EDUCATIONAL OBJECTIVES

onsu a on - ro ess ona o es

- Industry - Faculty

- Alumni - Parents - u en s - a a on u ure

- Management - Data on trends indevelopment in the profession

B) - Summary of views during consultationC) - Accepted views - objectives

-objectives. Elective and core courses.

E) - Courses to achieve objectives

26



GRADUATE ATTRIBUTES FOR UG

ENGINEERING PROGRAMME

Engineering knowledge

Problem analysis

Investigation of Complex Problem

Modern tool usage

Engineer and society

Environment& sustainability

Ethics

Individual & team work

Communication

e on earn n

+ Project management & finance

27



THE GRADUATE ATTRIBUTESHE GRADUATE ATTRIBUTES

FOR UG ENGINEERING

Engineering Knowledge : Apply knowledge of mathematics,

science, engineering fundamentals and an engineering

specialization to the solution of complex engineeringproblems.

Problem Analysis : Identify, formulate, research literature

substantiated conclusions using first principles ofmathematics , natural sciences and engineering sciences.

28



GRADUATE ATTRIBUTES. . . GRADUATE ATTRIBUTES

• Design/ Development of Solutions : Design solutions for

complex engineering problems and design system

components or processes that meet specified needs withappropriate consideration for public health and safety,

cul tura l, soc ieta l and environmental considerat ions .

• Conduct investigations of complex problems -onduct investigations of complex problems

based knowledge and research methods including design ofexperiments, analysis and interpretation of data and

.

• Modern Tool Usage : Create, select and apply appropriate

techniques, resources and modern engineering and IT toolsincluding prediction and modelling to complex engineering

activities with an understanding of the limitations.

29



GRADUATE ATTRIBUTES. . . GRADUATE ATTRIBUTES

The Engineer and Society: Apply reasoning informed by

contextual knowledge to assess societal, health, safety, legal

to profess ional engineering pract ice.

Environment and Sustainability: Understand the impact of

environmental contexts and demonstrate knowledge of andneed for susta inable development .

Ethics : Apply ethical principles and commit to professional

ethics and responsib il ities and norms of engineer ing practice.

Individual and Team Work : Function ef fectively as an individual,and as a member or leader in diverse teams and in multi

disciplinary settings.

30



GRADUATE ATTRIBUTES

Communication

. . . GRADUATE ATTRIBUTES

Communication

engineering activities with the engineering com- munityand with society at large, such as being able to

comprehend and write effective reports and design,and receive clear instruct ions.

Life-long Learning

: Recognize the need for and have the

life- long learning in the broadest context oftechnological change. Project Management and Finance

: Demonstratenow e ge an un ers an ng o eng neer ng an

management principles and apply these to one’s ownwork, as a member and leader in a team, to manage

31



PROGRAM OUTCOMES (POS)ROGRAM OUTCOMES (POS)

ro ram ou comes are narrower s a emen s a escr e w astudents are expected to know and be able to do by the t ime ofgraduation.

Guidelines for the POs

Program outcomes basically describe knowledge, skills andbehavior of students as the ro ress throu h the ro ram as wellas by the time of graduation.

POs should not be too broad

They must align with the Graduate Attributes

They must reflect all the Graduate Attributes

32



. Student-focused, not professor-focused

That means: learning not coverage-oriented

2. Alignment between course, program, and institutional levels

program represents as well as the broader mission of the institution as a whole

3. Focus on abilities central to the discipline

Course outcomes should help prepare students for what is important to the discipline of

which the course is a part

4. Focus on aspects of learning that will endureTeaching students new modes of thinking is likely to have an impact on their future;

-

5. Are limited to manageable number

Learning outcomes should focus a course on a few (say, 4-6) key purposes that have a

realistic chance of being accomplished within a semester 6. Specific enough to be measurable

Most important and fundamental to OBE

33



AND MISSION, PEOS, POS, COS

Awareness to all the stakeholders on the defined Vision and

mission, PEOs, POs, COs

, , .,

Awareness workshops to students and faculty periodically

Prepare stakeholders to reinforce with the activities vis-à-vis

achievement of Vision and mission, PEOs, POs, COs



OUTCOME BASED ACCREDITATION

education (OBE) programme by an external

parameters/criteria



ACCREDITATION CRITERIA

1. Vision, Mission and Program Educational Objectives

2. Programme Outcomes

3. Programme Curriculum

4. Students’ Performance in the Programme

5. Faculty Contributions

6 Facilit ies and Technical Support. Facilit ies and Technical Support

7. Academic Support Units and Teaching-Learning Process

8. Governance, Institutional Support and Financial Resources

9. Continuous Improvement



Program Criteria provide the specificity needed for interpretation

of the bachelor level criteria as applicable to a given discipline.

Requirements stipulated in the Program Criteria are limited to theareas of curricular topics and faculty qualifications/expertise.

Example:

CSE must include probability and statistics, discrete mathematics, mathematics

through differential and integral calculus; sciences (defined as biological, social, or

physical science); and engineering topics (including computing science) necessary toanalyze software, and systems containing hardware and software components.

ME must include Principles of engineering, basic science, and mathematics

(including multivariate calculus and differential equations); to model, analyze,

design, and realize physical systems, components or processes; and prepare

students to work professionally in both thermal and mechanical systems areas.

37



,

COs

POs

♦

♦ ♦

♦

s

PEOs

38



MISSION

EX: to impart quality education for the holistic development of

undergraduate and graduate students with social

Key Components of Mission statements PEOs

Socially responsible

ec n ca career

………….

Explain with reason the above correlation



ALIGNMENT OF DEFINED POS WITH

GRADUATE ATTRIBUTES

Program Outcomes Graduate Attributes of the NBA (a-l)

a b c d e f g h i j k l

(i) Program outcome (…)

(ii) Program outcome (…)

………….

Ex lain with reason the above correlation

40



Program Educational Objectives Program Outcomes

i ii iii iv v vi vii viii ix .. .. ..

…

…….

Explain with reason the above correlation

41

Mapping COs with POs



Contribution of courses to program Program outcomesou comes

Type Units Course No. & Title a b c d e f g h I j k l m n

LAB 4 CHEM30AL General

Chemistry Laboratory

II

ec r ca

Engineering Physics I

LEC 4 EE2 Physics for

OTH 2 EE3 Introduction toElectrical Engineering

DES 4 EE115D Desi n Studies in

Electronic Circuits

OTH 1 EE19 Fiat Lux

Freshman Seminar

OTH 2 EE99 Student

Research Program

LEC 4 EE100 Electrical and

Electronic Circuits

42Strong Contribution Week Contribution No Contribution



–

(% of total numberof credits of theprogram )

number of

contact

hours

Number ofcredits

Mathematics

Science

Computing

Humanities

Professional core

……………….

………………..

Balance between various components and their

coverage of the PEOs and POs

43



PROGRAM CURRICULUM – BALANCE

BETWEEN THEORY AND PRACTICAL

Course

Code

Course

Title

Total Number of contact hours Credits

Lect

ure

Tutorial

(T)

Practical#

(P)

Total Hours

…….. …..

Total

Laboratory work and Project work should contribute towards outcomes

Project Name Type Achivement PO

Project (….) Design Published PO 3

ro ec …. pp ca on mu - sc p nary ro o ype

…….. …………… ………. …………..

44

PROGRAM CURRICULUM –



PROGRAM CURRICULUM

CORE How the core courses are contributing to PEOS and POs

Any courses specific to meet any of the PEOS and POs

Draft the content/syllabus in tune

important

45



Direct Assessment Method: using measurable per ormance

indicators of students

Exams

Projects

Tutorials

Presentations

-

Rubrics

Alumini survey

Employer survey

Course-end survey, etc.,.

46



Rubrics is set of performance indicators which define and

describe the important component of the work being

completed Information to/about individual student competence

(Analytic)

ommun ca e expec a ons

Diagnosis for purpose of improvement and feedback

Overall examination of the status of the erformance of a

group of students? (Holistic)

47



GENERIC OR TASK SPECIFIC ?

Generic

General rubric that can be used across similar performance

tasks)

Big picture approach

Element of subjectivity

Task specific

Focused approach

Less subjective

48

Sample Program Outcome: Student can Work Effectively in Teams



p g y

Unsatisfactory

1

Developing

2

Satisfactory

3

Exemplary

4

Score

Research & Does not collect Collects very Collects some Collects a great

gather

information

any information

relating to the topic

limited

information;

some relate to

basic

information;

most refer to the

deal of

information; all

refer to the topicthe topic topic

Fulfill team’s

roles & duties

Does not perform

any duties assigned

Performs very

little duties

Performs nearly

all duties

Performs all

duties of

to the team role assigned team

rolesShares work Always relies on Rarely does the Usually does Always does the

equally others to do the

work

assigned work;

often needs

reminding

the assigned

work; rarely

needs reminding

assigned work

without having

to be reminded.

Listen to other

Team mates

Is always talking;

never allows

Usually does

most of the

Listens, but

sometimes talk

Listens and

speaks a fair

anyone else to

speak

talking; rarely

allows others tospeak

too much amount

49



Program Educational Objectives(PEOs)

Few years afterra ua on – o years

Program Outcomes (POs)

pon

graduation

Course Outcomes COs Uponcourse completion



Survey questions should elicit the required information

Not to confirm the objectivex. : pro uc ng t e gra uates w t ea ers p qua t es

Employer survey

Q1: At which level/position our graduates (year) are working in

Assessment Tool (frequency)

your organ zat on

mp oyer sa s ac on survey ear y

Alumni survey (Yearly).

Placement records, higher education records

51



Assessment Tool

End-of-course surveys

Student comments

Internal Assessment and home assignment

Semester end performance reports

Course erformance histor lots

52



ssessment oo

End-of-course surveys (Quarterly).

Instructor evaluation reports (Quarterly).

Department performance report (Quarterly).

Student exit survey (Yearly).

Alumni survey (Yearly).

Alumni Advisory Board (Once or twice yearly).

Student Advisory Committee (Once or twice yearly).

53



Assessment Tool Assessment fre uenc Assessed b Reviewed b

Summary of assessment methods/tools

PEOs Employer survey

Alumni survey

Any other

Every year

Once or twice a

Institute

Department

Institute/Department

Institute

POs Assignments

Examinations

End-of-course survey

Rubrics specific to PO/POs

two months

Semester end

Every six months

Faculty

Faculty

Faculty

Faculty

Faculty/Department

Faculty/Department

Employer survey

Faculty survey Any other

Every year

Every six months

Institute

Department

Department

COs Assignments

Examinations

two months

Semester end

Faculty

Faculty

Faculty

Faculty/Department

ro ects

Group tasks

very s x acu ty acu ty epartment

54



Assessment of the attainment of PEOs

Assessment tool Specific query/Problem Goal (%) Evaluation(%)

……....

Alumni Survey Query(…….…) ….. ….

………. …….… …

…………. ………. ……….. …

2. PEO (..) Industrial Survey Query (……....) 80% 85%

Alumni Survey Query(…….…) ….. ….

…………. ………. ……….. …

55



Assessment of the attainment of COs

Assessment tool Specific query/Problem Goal$ (%) Evaluation(%)

1. CO .. End examination Problem …….... 80% 85%

Rubric Query(…….…) ….. ….

………. …….…

…………. ………. ……….. …

. .. ……....

Industry Survey Query(…….…) ….. ….

…………. ………. ……….. …

56



POS

POs attainment through each Course

Contribution of courses to program Program outcomesoutcomes

Type Units Course No. & Title a b c d e f g h I j k l m n

LAB 4 CHEM30AL General

POs attainment through all the courses and activities

LEC 4 EE1 Electrical Engineering

Physics I



58



ADMINISTRATIVE SUPPORT FOR OBE

Quality Assurance cell

OBE assessment and evaluation at institutional level

Pro ram wise assessment semester ear Continuous improvement initiatives

Industrial/alumni advisory body

,improvements

Program coordinator

and review/update the changes required for curriculumcontents

Course coordinator Assess the attainment of COs and review/update the coursedelivery and assessment methods



Accreditation

under

TIER-

I•

universities

• minimum of 750 points in aggregate out of 1000 points ,

m n mum score o n eac cr er a - accre a on or

5 years under TIER-I system.

• minimum of 600 points in aggregate (without any

stipulation), - prospective candidate for accreditation

under TIER-I.



• More appropriate for non - autonomous

ns u ons a a e ns u ons

• a minimum of 750 points in aggregate out of

1000 points - minimum score of 60% in

mandatory fields (criterion 1 and criteria 4 to 8 )- accreditation for 5 years.

• minimum 600 points and 60% score in

accreditation for two years.

Autonomous Institution/

University – Tier I

Non-autonomous

Institution – Tier II

DOs and DON’Ts for preparing the SAR



The SAR

must

• be concise, ointed, and ade uate in len th and breadth for the

purpose of accreditation.

• provide relevant information as per the format specified for theindividual programme.

• be printed on one side of paper with double spacing, using font

mes ew oman, w t at east one nc . cm marg n

on all sides.

.

• proper presentation of data in appendices with charts, graphics,

.• provide relevant data for the past three years, unless specified

otherwise in the res ective ro ramme manual.

’



DON’Ts :

Don’t send the following objects with the SAR:

.

• Publications such as books, journals, newsletters,

thesis, etc.



Self Assessment Report (SAR)

UG – Tier I

PART A



PART A

I.

Institutional Information

I. 1. Name and address of the institution and affiliating

university:(Instruction: The name, address of the institution, and the

name of the university, which has given affiliation to

, .

I. 2. Name, designation, telephone number, and e-mail

address of the contact person for the NBA:

, details, has to be listed here.)

10-December-13

65

I. Institutional Information Cont…..



I.3. History of the institution (including the

date

of

introduction

and number of seats of various programmes of study

a ong wit t e NBA accre itation, i any in a ta u ar orm

Year Description

............. Institution started with the following programmes

(intake strength)

............. -

granted, if any.............Addition of new programmes, increase in intake

strength of the existing programs and/or

accreditation status

(Instruction: History of the institution and its chronological

development along with the past accreditation records need to be

10-December-13

66

.




I .4 Ownership status: Govt. (central/state) / trust / society (Govt./NGO/private) / private/ other:

(Instruction: Ownership status of the institute has to be listed

here.)

I.5 Mission and Vision of the Institution:

(The institution needs to specify its Mission and Vision).

I.6 Organisational Structure:Or anisational chart showin the hierarch of academics and

administration is to be included

. nanc a s a us: ov . cen ra s a e gran s- n

-a no

- or

-

profit / private self - financing / other:

Instruction: Financial status of the institute has to be

10-December-13

67

mentioned here.)




I .8 Nature of the trust/society:Also list other institutions/colleges run by the trust/society

ns ruc on: ay o unc on ng an ac v es o e

trust/society have to be listed here.)

Institution

I .9 External sources of funds

external source

(Instruction: The different sources of the external funds over the

last three financial ears are to be listed here.

10-December-13

68




I .10 Internall ac uired unds:

internal source CFY CFY m1 CFY m2 CFYm3

’

(Instruction: The different sources of the internal

funds over the last three financial years are to be listed

here.)

10-December-13

69




I. 11 Scholarships or any other financial assistance provided to students?

ns ruc on: any sc o ars p or nanc a ass s ance

is provided to the students then the details of such

listed here. Also mention needs to be made of the

basis for the award of such scholarshi

Details FY CFYm1 CFYm2 CFYm3

Category

Amount

10-December-13

70


I 12 Basis/criterion for admission to the institution:



I. 12 Basis/criterion for admission to the institution:

All India entrance / state-level entrance /university

(Instruction: The basis/criterion for student intake has to

be listed here.)I. 13 Total number of engineering students

Total no. of boys:Total no. of irls:

Total no. of students:

,(Instruction: Total number of engineering students, both boys and girls, has to

be listed here. The data may be categorised in a tabular form under graduate or

10-December-13

71

, , .




I. 14 Total number of employees

,

men and women, has to be listed here. The

data may be categorised in a tabular form aseac ng an suppor ng s a .

10-December-13

72


Minimum and maximum number of staff on roll in the



Minimum and maximum number of staff on roll in the

engineering institution, during the CAY and the previous CAYs

s u y o une :

A. Regular Staff

ItemsMin Max Min Max Min Max Min Max

Teachin staff in M

engineering

FTeaching staff in M

science &

humanitiesF

-F

Instruction: Staff stren th, both teachin and non-teachin , over the

10-December-13

73

last three academic years has to be listed here.)




A. Regular

Staff

ItemsMin Max Min Max Min Max Min Max

Teac ing

staff in

en ineerin

M

F

Teachingstaff in M

science &

humanitiesF

on-teaching

staff F

10-December-13

74

II. Departmental Information. . ame an a ress o t e epartment:



p

II.2. Name, designation, telephone number, and e-mail

II.3. History of the department including date of

introduction and number of seats of variousprogrammes of study along with the NBA accreditation

,if any:

Program Description

UG in.............. Started with.................seats in............. Intake

ncrease o............. n............. n a e ncrease

to.............in.............

UG in.............. ......................................

......................................

MCA..............

10-December-13

75

PG in..............

II. Departmental Information Cont…….



II.4. Mission and Vision of the Department

Vision)

II.5. List of the programmes/ departments which share human

resources and/or the facilities of this programmes/

departments (in %):

(Instruction: The institution needs to mention the

which share the human resources and facilities with

this de artment ro ramme bein accredited.

II.6. Total number of students:

10-December-13

76

UG:




II.7. Mission and Vision of the Department

(The department is required to specify its Mission and

Vision)

ItemsCAY CAYm1 CAYm2 CAYm3

Min. Max. Min. Min. Max. Max. Min. Max.

Teaching staff

in the

Non-teaching

s a

Total

10-December-13

77




II.7.1. Summary of budget for the CFY and the actual expenditureincurred in the CFYm1, CFYm2 and CFYm3 (for the

Department :

Items Budg

eted

Actual

expenses

Budgeted

in CFYm1

Actual

Expens

Budge

ted in

Actual

Expens

Budget

ed in

Actual

Expens

in

CFY

in CFY (till

…)

es in

CFYm1

CFYm

2

es in

CFYm2

CFYm3 es in

CFYm3

Laboratory equipment

Software purchase

Laboratoryconsumables

Maintenance and

spares

Travel

Misce aneousexpenses for academic

activities

10-December-13

78




III.1. Name of the Programme

n ______________

(List name of the programme, as it appears on the graduate’s

cer ca e an ranscr p , an a rev a on use or eprogramme.)

III.2. Title of the Degree

(List name of the degree title, as it appears on the graduate’s

certificate and transcript, and abbreviation used for the

degree.)

III. 3. Name, designation, telephone number, and e-mail address

of the Programme coordinator for the NBA:

10-December-13

79




III.4. History of the programme along with the NBA

accreditation, if any:

UG in.............. Started with .................seats in .............

Intake increased to ............. in .............

Accredited in ……….

III.5. Deficiencies, weaknesses/concerns from previous

III.6. Total number of students in the programme:

10-December-13

80




III.7. Minimum and maximum number of staff for the

30th June) in the programme:

Items CAY CAYm1 CAYm2 CAYm3

. . . . . . . .

Teachingstaff with the

program

Non-

teaching

staff

10-December-13

81

III. Programme Specific information Cont…….

III.8. Summary of budget for the CFY and the actual expenditure



y g p

incurred in the CFYm1, CFYm2 and CFYm3 (exclusively for

ItemsB u d

g

A c t u

i n

C

B

u

A c t

ui n

B

u

A c t

ui n

B

u

A c t

ui n t e

d i n C

l e x p e n s

F Y

( t i l l

d g e t e d i n

F Y m1

l E x p e n s

C F Y m1

d g e t e d i n

F Y m2

l E x p e n s

C F Y m2

d g e t e d i n

F Y m 3

l E x p e n s

C F Y m 3

Y s ) e s

e s

e s

Laboratory equipment

Laboratory consumables

Maintenance and s ares

Travel

Miscellaneous expenses for

10-December-13

82

academic activities

Total

PART B



1.

Vision, Mission

and

Programme

1.1. Mission and Vision (5)

1.1.1. State the Vision and Mission of the institute and

department (1)

(List and articulate the vision and mission statements of the

institute and department)

1.1.2. Indicate how and where the Vision and Mission

are published and disseminated (2)

(Describe in which media (e.g. websites, curricula books) the vision

and mission are published and how these are disseminated among

10-December-13

83

1. Vision, Mission and Programme Educational

on ………



1.1.3. Mention the process for defining Vision and

Mission of the department (2)

(Articulate the process involved in defining the vision and mission

o e epar men rom e v s on an m ss on o e ns u e.

1.2. Pro ramme Educational Ob ectives 15

1.2.1 Describe the Programme Educational Objectives

(PEOs) (2)

(List and articulate the programme educational objectives of the

programme under accreditation)

. . .

disseminated (2)(Describe in which media (e.g. websites, curricula books) the PEOs are

10-December-13

84

published and how these are disseminated among stakeholders)


Objectives (100) Cont………



1.2.3 .List the stakeholders of the programme (1)

accreditation and articulate their relevance)

. . .

(Describe the

process

that

periodically

documents

and

demonstrates

that the PEOs are based on the needs of the programme’s various

stakeholders. )

. . . (Describe how the Programme Educational Objectives are

consistent with the Mission of the department.)

10-December-13

85


ect ves Cont………



. .

1.3.1. Justif the contributions of the Pro rammeCurriculum towards attainment of the PEOs

(15)

(Describe the broad curricular components that

contribute towards the attainment of the ProgrammeEducational Objectives)

1.3.2. Explain how administrative system helps

(Describe the committees and their functions,

working process and related regulations.)

10-December-13

86


ect ves Cont………



. . ssessment o t e atta nment o rogramme

Educational Objectives (40)

1.4.1. Indicate tools and processes used in

assessment of the attainment of the PEOs (10)

demonstrates the degree to which the Programme Educational

Objectives are attained. Also include information on:

a s ng an escr p on o e assessmen processes use o ga er

the data upon which the evaluation of each programme educational

objective is based. Examples of data collection processes may include,

but are not limited to, employer surveys, graduate surveys, focus groups,industrial advisory committee meetings, or other processes that are

relevant and appropriate to the programme;

10-December-1387

b) The frequency with which these assessment processes are carried out





1.4.2. Give evidences for the attainment of the PEOs 30

a) The expected level of attainment for each of the program

e uca ona o ec ves;

b) Summaries of the results of the evaluation processes and an

analysis illustrating the extent to which each of the

programme educational objectives is being attained; and

c) How the results are documented and maintained.

10-December-1388

1. Vision, Mission and Pro ramme Educational

Obj ti

(100) C t




1.5. Indicate how results of the assessment of achievement

of the PEOs have been used for redefining the PEOs (10)

(Articulate with rationale how the results of the evaluation of PEOs have

been used to review/redefine the PEOs)

10-December-1389

2. Programme Outcomes (225)



2.1. Definition and Validation of Course Outcomes and

Programme Outcomes (30)

. . . st t e ourse utcomes s an rogrammeOutcomes (POs) (2)

and programme outcomes of the programme under accreditation)

. . . tate ow an w ere t e s are pu s e an

disseminated (3)

. . ,

published and how these are disseminated among stakeholders)

10-December-1390

2. Pro ramme Outcomes 225 Cont……



2.1.3. Indicate processes employed for defining of the POs (5)(Describe the process that periodically documents and demonstrates

that the POs are defined in alignment with the graduate attributes

2.1.4. Indicate how the defined POs are aligned to the Graduate

Attributes prescribed by the NBA (10)

(Indicate how the POs defined for the programme are aligned with the

2.1.5. Establish the correlation between the POs and the PEOs

(Explain how the defined POs of the program correlate with the PEOs)

10-December-1391


2 2 Attainment of Programme Outcomes (40)



2.2. Attainment of Programme Outcomes (40)

2.2.1. Illustrate how course outcomes contribute to the

POs (10)

(Provide the correlation between the course outcomes and the

programme outcomes. The strength of the correlation may also be

2.2.2.Explain how modes of delivery of courses help in

(Describe the different course delivery methods/modes (e.g. lecture

interspersed with discussion, asynchronous mode of interaction, group

discussion, project etc.) used to deliver the courses and justify theeffectiveness of these methods for the attainment of the POs. This may be

urther usti ied usin the indirect assessment methods such as course-

10-December-1392

end surveys.)




2.2.3. Indicate how assessment tools used to assess the impact

of delivery of course/course content contribute towards

the attainment of course outcomes/programme outcomes

(Describe different types of course assessment and evaluation methods

both direct and indirect in ractice and their relevance towards the

attainment of POs. )

. . .

course work are contributing towards attainment of the

POs 10

(Justify the

balance

between

theory

and

practical

for

the

attainment

of

the POs . Justify how the various project works (a sample of 20% best

10-December-1393

programme curriculum contribute towards the attainment of the POs.)

2. Programme Outcomes (225) Cont……

2 3 Assessment of the attainment of the Programme



2.3. Assessment of the attainment of the Programme

u comes

2.3.1.Describe assessment tools and processes used for

Describe the assessment process that periodically documents and

demonstrates the degree to which the Programme Outcomes are

. :

a) A listing and description of the assessment processes used to gather the

data upon which the evaluation of each the programme educational

o ect ve s ase . xamp es o ata co ect on processes may nc u e,

but are not limited to, specific exam questions, student portfolios,

internally developed assessment exams, senior project presentations,

nationally-normed exams, oral exams, focus groups, industrial advisorycommittee;

b The fre uenc with which these assessment rocesses are carried out.

10-December-1394


2 3 1 Describe assessment tools and processes used for



2.3.1. Describe assessment tools and processes used for

Describe the assessment process that periodically documents and

demonstrates the degree to which the Programme Outcomes are attained.

Also include information on:

a) A listing and description of the assessment processes used to gather the

data upon which the evaluation of each the programme educational. ,

but are not limited to, specific exam questions, student portfolios,

internally developed assessment exams, senior project presentations,

na ona y-norme exams, ora exams, ocus groups, n us r a a v sorycommittee;

10-December-1395

b) The frequency with which these assessment processes are carried out.




2.3.2. Indicate results of assessment of each PO 100

c) The expected level of attainment for each of the program

outcomes;

an analysis illustrating the extent to which each of the

programme outcomes are attained; and

e) How the results are documented and maintained.

2.4. Use of assessment results towards improvement of the

10-December-1396


2 4 d l f f h O 100



2.4. Indicate results of assessment of each PO 100

2.4.1.Indicate how results of assessment used for curricular

im rovements 5(Articulate with rationale the curricular improvements brought in after the review of the attainment of the POs)

2.4.2. In icate ow resu ts o assessment use or improvement

of course delivery and assessment (10)

improvements brought in after the review of the attainment of the POs)

2.4.3.State the process used for revising/redefining the POs (15)

(Articulate with rationale how the results of the evaluation of thePOs have been used to review/redefine the POs in line with the

10-December-1397

3. Pro ramme Curriculum 125

3 1 Curriculum (20)



3.1. Curriculum (20)

3.1.1. Describe the Structure of the Curriculum (5)

Code Title

Lecture

(L)

Tutorial

(T)

Practical#

(P)

Total

Hours

…….. …..

Total

#Seminars, project works may be considered as practical

10-December-1398

3. Pro ramme Curriculum 125 Cont……



. . .

(Draw the schematic of the prerequisites of the courses in the

curriculum

3.1.3. Justify how the programme curriculum satisfies the

program spec c cr er a

(Justify how the programme curriculum satisfies the programs ecific criteria s ecified b the American rofessional societies

relevant to the programme under accreditation)

10-December-1399

3. Programme Curriculum (125) Cont……

3.2. State the components of the curriculum and their

relevance to the POs and the PEOs (15)



relevance to the POs and the PEOs (15)

Programme curriculum grouping based on different components

Course Curriculum Total number Total POs PEOs

(% of total

number of

o con achours

of credits

programme )

Mathematics

Computing

Humanities

ro ess onacore

……………….

10-December-13100

………………..


3.3. State core engineering subjects and their relevance to

Programme Outcomes including design experience



g g g pescr e ow e core eng neer ng su ec s n e

curriculum are giving the learning experience with the

complex engineering problems)

3.4. Industry interaction/internship (10)

(Give the details of industry involvement in the programme such

as industry -attached laboratories and partial delivery of courses

and internship opportunities for students). .

3.5.1 State the process for designing the programme

curriculum 5(Describe the process that periodically documents and

demonstrates how the programme curriculum is evolved con

10-December-13101


3.5.2. Illustrate the measures and processes used to

improve courses and curriculum (10)



p ( )

(Articulate the process involved in identifying the requirements for

improvements in courses and curriculum and provide the evidence

of continuous improvement of courses and curriculum)

3.6. Course Syllabi (5)

Include in a endix a s llabus or each course used. S llabi

format should be consistent and shouldn’t exceed two pages.)

• The syllabi format may include:• Department, course number, and title of course

• Designation as a required or elective course

• Pre-requisites

• Contact hours and type of course (lecture, tutorial, seminar, project etc.,.)

-

assessment)

• Course outcomes

• Topics covered

10-December-13102

• Text books, and/or reference material

’

Admission intake in the programme

.



p g

Item CAY CAY

m1

CAY

m2

CA

Y

m3

Sanctioned intake strength in the

programme (N)

year minus number of students migrated to

other programmes at the end of 1st year

(N1)

Number of admitted students in 2nd year in

e same a c v a a era en ryTotal number of admitted students in the

programme

10-December-13103

(N1 + N2)

4. Students’ Performance (75) Cont……

Success Rate (20)Provide data or the ast seven batches o students



Provide data or the ast seven batches o students

Year of entry (in

reverse

Number of Students

admitted in 1st yearNumber of students who

have successfully*

chronological

order

+ admitted vialateral entry in 2nd

year (N1 + N2) 1st 2nd 3rd 4th year

year year year

CAY

CAYm1

CAYm2

CAYm3

CAYm4 LYG

CAYm5(LYGm1)

10-December-13104

(LYGm2)*successfully completed implies zero backlogs


Success rate = 20 × mean of success index (SI) for past three

batches



SI = Num er o stu ents w o gra uate rom t e

programme in the stipulated period of course duration)

Number of students admitted in the first ear of that

batch and admitted in 2nd year via lateral entry)

Item LYG LYGm1 LYGm2

(CAYm4) (CAYm5) (CAYm6)

Number of students admitted in thecorres ondin

First Year + admitted via lateral

entry in 2nd year

Number of students who have

graduated in the stipulated periodSuccess index (SI)

10-December-13105

..................................................................

Success rate = 20 × Average SI = ..................................


Academic Performance (20)



API = Academic performance index

= Mean of cumulative rade oint avera e CGPA

of all successful students on a 10-point CGPA

system

Or = (Mean of the percentage of marks of all

successful students)/10

Assessment = 2 × API

10-December-13106


4.2.1. Placement and Higher Studies (20)



Assessment Points = 20 × (x + 1.25y)/N

where, x = Number of students placed

y = Number of students

admitted for higher

studies with valid qualifying scores/ranks,

and

N = Total number of

10-December-13107

in the batch including lateral entry subject to

maximum


Item LYG LYG LYG



Number of admitted students corresponding to

LYG including lateral entry (N)

Number of students who obtained jobs as per the

record of placement office (x1)

Number of students who found employment

otherwise at the end of the final year (x2)

x = x1 + x2

Number of students who o ted for hi her studies

with valid qualifying scores/ranks (y)

Assessment points

10-December-13108

Average assessment points =


Professional Activities

(15)



4.3.1. Professional societies / chapters and

organising engineering events (3)

ns ruc on:

e

ns u on may

prov e

a a

or

pas

ree

years).

. . . , , .

and achievements (3)

Instruction: The institution ma rovide data or ast three

years).

. . . , , .

(3)

Instruction: The institution ma list the ublications mentioned

10-December-13109

earlier along with the names of the editors, publishers, etc.)


Professional Activities

(15)



4.3.4. Entrepreneurship initiatives, product designs, and

innovations (3)

(Instruction: The institution may specify the efforts and

achievements.)

4.3.5. Publications and awards in inter-institute events by

students of the programme of study (3)

(Instruction: The institution may provide a table

indicating those publications, which fetched awards

o s u en s n e even s con erences organ se y other institutes. A tabulated list of all other student

10-December-13110

.

List of Facult Members: Exclusivel for the Pro ramme



/ Shared with other Programmes

Name of ualification Desi nation and Distribution of Number of R&D and Holdin Interact

the

faculty

member

university, and year

of graduation

date of joining

the institution

teaching load (%)

research

publications in

journals and

conferences

consultanc

y work

with

amount

g an

incubat

ion

unit

ion

with

outside

world

1st Year UG PG

since joining

10-December-13111

5. Faculty Contributions (175) Cont……

5.1 Student -Teacher

Ratio

(STR)

(20)



Assessment = 20 × 15/STR; subject to

maximum assessment of 20

STR = ( x + y + z )/N 1where, x = Number of students in 2nd year of

t e programme

y = Number of students in 3rd year of

z = Number of students in 4th year of

the programme

N 1 = Total number of faculty members inthe programme (by considering

10-December-13112

rac ona oa

5. Facult Contributions 175 Cont……



Year x y Z x + y + z N1 STR Assessment

max. = 20

CAYm2

CAY

Average assessment

10-December-13113


For Item nos. 5. 2 to 5. 8, the denominator term (N ) is

computed as follows:



computed as follows:

N = Maximum {N 1, N 2}

programme (considering the

fractional load

N 2 = Number of faculty positions needed for

student- teacher ratio of 15.Year N1 N2 N = Max. N1 N2

CAYm2

CAYm1

CAY10-December-13

114


5.2. Faculty Cadre Ratio (20)

A t 20 CRI



Assessment = 20 × CRI

where, CRI = Cadre ratio index

. . .where, x = Number of professors in the programme

y = Number of associate professors in the

programme programme

CAYm2

CAYm1

CAYAverage assessment

10-December-13115


5.3. Faculty Qualifications

(30)

Assessment = 6 × FQI



Assessment = 6 × FQI

where, FQI = Faculty qualification index

0

such that, x + y +z0 ≤ N2; and z0 ≤ z

=,

y = Number of faculty members with ME/ M Tech

Z = Number of faculty members with B.E/B.Tech

x y N FQI Assessment

CAYm2

CAYm1CAY

10-December-13116


5.4. Faculty Qualifications (30)



Criteria (15)(Provide evidence that program curriculum satisfies the applicable

programme criteria specified by the appropriate American professional associations such as ASME, IEEE and ACM. You may list

the programme specific criteria and the competencies

(specialisation, research publication, course developments etc.,) of

faculty to correlate the programme specific criteria and com etencies

5.5. Faculty as participants/resource persons in faculty

develo ment trainin activities 15

(Instruction: A

faculty

member

scores

maximum

five

points

for

a participation

/resource person.)

Participant/resource person in two week faculty development programme : 5 points

10-December-13117

Participant/resource person in one week faculty development programme : 3 Points


.



Name of the faculty CAYm2 CAYm1 CAY

Sum

N (Number of faculty positionsrequired for an STR of 15)

Assessment = 3 × Sum/N

Average assessment

10-December-13118


. . acu ty etent on



. . acu ty etent on

Assessment = 3 × RPI/N

=

= Points assigned to all faculty

10-December-13119


where points assigned to a faculty member = 1 point for each year

of experience at the institute but not exceeding 5.

Item CAYm2 CAYm1 CAY



Item

Number of faculty members with experience of

Number of faculty members with 1 to 2 years

experience (x1)

Number of facult members with 2 to 3 ears

experience (x2)


experience (x )


experience (x4)

Number of faculty members with more than 5

years experience (x5)N

RPI = x1 + 2x2 + 3x3 + 4x4 + 5x5

10-December-13120

Assessment

Average assessment


5.7. Faculty Research Publications (FRP) (20)



publication points scored by each faculty member)/N

(Instruction: A faculty member scores maximum fiveresearch publication points depending upon the quality of the

.

The research papers considered are those (i) which can belocated on Internet and/or are included in hard-copy

volumes/proceedings, published by reputed publishers, and

’ ,

papers/books, is of the current institution.

10-December-13121


Include a list of all such publications and IPRs along with, , , .



Name of the faculty FRP points (max. 5 per faculty)

(contributing to FRP)

Sum

N (Number of facultypositions required for an

STR of 15)

ssessmen o = ×

Sum/N

Avera e assessment 10-December-13

122


5.8. Faculty Intellectual Property Rights (FIPR) (10)=

f lt b )/N



faculty member)/N

(Instruction: A faculty member scores maximum five FIPR points

. ,

design, and copyrights.)

FIPR points (max. 5 per

(contributing to FIPR)acu y mem er

CAYm2 CAYm1 CAY

.................

.................

.................

NAssessment of FIPR = 2 × Sum/N

10-December-13123

Average assessment


5.9. Funded R&D

Projects

and

Consultancy

(FRDC)

A t f R&D d lt j t 4



Assessment of R&D and consultancy projects = 4 ×

Sum of FRDC b each facult member N

(Instruction: A faculty member scores maximum 5points, depending upon the amount.) A suggested

sc eme is given e ow or a minimum amount o Rs. 1

lakh:

Five points for funding by national agency,

Four oints for fundin b state a enc ,

Four points for funding by private sector, andTwo points for funding by the sponsoring

10-December-13124

trust soc ety.


FPPC points (max 5 per faculty



Name of faculty memberFPPC points (max. 5 per faculty

member)

contr ut ng to CAYm2 CAYm1 CAY......................

......................

Sum

Assessment of FRDC = 4

× Sum/N Average assessment

10-December-13125


5.10. Faculty Interaction with Outside World (10)

FIP = Faculty interaction points



FIP Faculty interaction points

Assessment = 2 × (Sum of FIP by each faculty member)/N

Instruction: A acult member ets maximum ive interaction oints

depending upon

the

type

of

institution

or

R&D

laboratory

or

industry,

as follows)

Five points for interaction with a reputed institution abroad, institution of

eminence in India, or national research laboratories,

Three points for interaction with institution/industry (not covered earlier).

Points to be awarded, for those activities, which result in joint efforts in

publication of books/research paper, pursuing externally funded R&D /

consultancy projects and/or development of semester-long course /

teaching modules.

10-December-13126


Name of faculty memberFIP points



Name of faculty member

(contributing to FIP) CAYm2 CAYm1 CAY

...........................

...........................

Sum

NAssessment of FIP = 2 × Sum/N

Average assessment

10-December-13127

6. Facilities and Technical Support (75)

5.10. Description of classrooms, faculty rooms, seminar,:

l t i )



are sampler entries)

exclusive city

PC, Internet, Book rack,

meeting space, etc.

No. o C assrooms C assroom

for 2nd

yearu or a rooms

No. of Seminar

rooms

No. of Meeting

rooms

No. of Faculty rooms

10-December-13128

(n)

6. Facilities and Technical Support (75) Cont……..

6.1. Classrooms in the Department (20). . .

(core/electives) seminars tutorials etc for the



(core/electives), seminars, tutorials, etc., for the

ro ram 10

(Instruction: Assessment based on the information

provided in the preceding table.)

. . . eac ng a s---mu t me a pro ectors, etc.

(Instruction: List the various teaching aids available)

6.1.3. Acoustics, classroom size, conditions of chairs benches,

air circulation, lighting, exits, ambience, and such other

amenities/facilities (5)

:

preceding table and the inspection thereof.)

10-December-13129


6.2. Facult Rooms in the De artment 15



6.2.1. Availability of individual faculty rooms (5)

nstruct on: ssessment ase on t e n ormat on prov ein the preceding table)

6.2.2. Room equipped with white / black board,

computer, Internet, and such other amenities

(Instruction: Assessment based on the information provided in

the preceding table)

10-December-13130


6.2.3. Usage of room for counselling/discussion with

students 5

(Instruction: Assessment based on the information provided in the



f

preceding table and the inspection thereof.)

The following table is required for the subsequent criteria.

Laboratory

description in

Exclusive

use /

Space,

number of

Number of

experiment

Quality of

instrumen

Laboratory

manuals

curriculum

10-December-13131


6.3. Laboratories in the Department to meet the

Curriculum Re uirements and the POs 25



6.3.1. Adequate, well-equipped laboratories to meet

the curriculum requirements and the POs (10)(Instruction: Assessment based on the information

.

6.3.2. Availabilit of com utin facilities in thedepartment (5)

(Instruction: Assessment based on the information

provided in the preceding table.)

10-December-13132


6.3.3. Availability of laboratories with technical support within



y pp

and beyond working hours (5)

(Instruction: Assessment

based

on

the

information

provided

in

the

preceding table.)

6.4.4. Equipment to run experiments and their maintenance,

number of students per experimental setup, size ofthe laboratories, overall ambience, etc. (5)


prece ng a e.

10-December-13133


6.4. Technical Manpower Support in the Department (15)



Name of

the

Designation (pay-

Exclusive /

shared

Date of

joining

Qualification Other

technical

ResponsiAt

Now

staff

gained

10-December-13134


6.4.1. Availability of adequate and qualified technical



supporting staff for programme-specific

laboratories (10)(Instruction: Assessment based on the information provided in the

.

6.4.2. Incentives, skill-upgrade, and professional advancement(5)


prece ng a e.

10-December-13135

7. Academic Su ort Units and Teachin -

Learning Process (75)

Students’ Admission



Admission intake (for information only)

Item CAY CAYm1 CAYm2 CAYm3

Sanctioned intake strength in the

ns u e

Number of students admitted on merit

basis (N1)Number of students admitted on

management quota/otherwise (N2)

the institute (N1 + N2)

(Instruction: The intake of the students during the last three years against

10-December-13136

the sanctioned capacity may be reported here.)

7. Academic Support Units and Teaching-

Learning Process (75) Cont…….

Admission quality (for information only)

Divide the total admitted ranks (or percentage marks)



Divide the total admitted ranks (or percentage marks)

Rank range CAY CAYm1 CAYm2 CAYm3

More than 98 percentile

95--98 percentile

90--95 percentile

80--90 percentile......................

......................

Admitted without rank

(Instruction: The admission quality of the students in terms of their ranks in theentrance examination may be presented here.)

10-December-13137

-

year common courses



List of faculty members teaching first year courses:



Date of De artmentame o

faculty

member

ua c

ation

es gna

tion joining theinstitution with whichassociated Distribution ofteaching load (%)

s year

(Instruction: The institution may list here the faculty members

.

10-December-13138



7.1. Academic Support Units (35)

7 1 1 Assessment of First Year Student Teacher



7.1.1. Assessment of First Year Student Teacher

at oData for first year courses to calculate the FYSTR:

students

(approved

members

(considering

15)/ FYSTR (Max. is

10)intake

strength)

fractional load)

CAYm2

CAYm1CAY

Average

10-December-13139

assessment



7.1.2. Assessment of Faculty Qualification Teaching First



Year Common Courses 15

Assessment of qualification = 3 × (5 x + 3 y + 2 z 0)/N , where x + y + z 0≤ N and z 0 ≤ Z

=

y = Number of faculty members with ME/MTech/NET-

z = Number of faculty members with

N = Number of faculty members needed

10-December-13140

for FYSTR of 25



7.1.2. Assessment of Faculty Qualification Teaching First



Year Common Courses 15

Assessment of qualification = 3 × (5 x + 3 y + 2 z 0)/N , where x + y + z 0≤ N and z 0 ≤ Z

=

y = Number of faculty members with ME/MTech/NET-

z = Number of faculty members with

N = Number of faculty members needed

10-December-13141

for FYSTR of 25


Learning Process

(75)

Cont…….



qualification

CAYm1

CAYAverage assessment of

faculty qualification

10-December-13142



. . . as c sc ence eng neer ng a ora or es a equacy

of space, number of students per batch, quality and



manuals, list of experiments) (8)

description,

number of

students

used

experimen

ts

instruments

manuals

(Instruction: The institution needs to mention the details for the basic

science/engineering laboratories for the first year courses. The descriptors as

listed here are suggestive in nature.)

10-December-13143

-.


7.1.4. Language laboratory (2)



anguage

laboratorypace,

number of

students

o ware

usedype o

experiments

ua y o

instruments

u ance

(Instruction: The institution may provide the details of the language laboratory.

The descri tors as listed here are not exhaustive .

10-December-13144

-.


7.2. Teaching – Learning Process(40)



. . . u or a c asses o a ress s u en ques ons:size of tutorial classes, hours per

Provision of tutorial classes in timetable:

YES/NOTutorial classes taken by faculty / teaching

assistants / senior students /

o ers...................

Number of tutorial classes per subject per

10-December-13145

Number of students per tutorial class:

-.


Number of subjects with tutorials: 1st year........... 2nd



j y

year........... r year........... t year...............

the tutorial classes that are being conducted on various

subjects and also state the impact of such tutorial classes).

10-December-13146

-.


Nuber of sub ects with tutorials: 1st ear 2nd



Nuber of sub ects with tutorials: 1st ear........... 2nd

year........... 3rd year........... 4th year...............

(Instruction: Here the institution may report the details of

the tutorial classes that are being conducted on various

.

10-December-13147



7.2.2. Mentoring system to help at individual levels (5)



advancement / course work specific / laboratory

s ecific total develo ment

Number of faculty mentors:

Number of students per mentor :

Fre uenc of meetin :

(Instruction: Here the institution may report the details of thementoring system that has been developed for the students for various

10-December-13148

.

-.


7.2.3. Feedback analysis and reward / corrective measures



,

Feedback collected for all courses: YES/NO Specify the feedback

collection process :

Percentage of students participating: Specify the feedback

analysis process :

Basis of reward / corrective measures, if any:Number of corrective actions taken in the last three years:

Instruction: The institution needs to desi n an e ective eedback

questionnaire. It needs to justify that the feedback mechanism it hasdeveloped really helps in evaluating teaching and finally contributing to

10-December-13149

.

-.


7.2.4. Scope for self-learning (5)

(Instruction: The institution needs to specify the scope for self -learning



-

learning beyond syllabus.)

7.2.5. Generation of self-learning facilities, and availability

of materials for learning beyond syllabus (5)

(Instruction: The institution needs to specify the facilities for self-

.

7.2.6. Career Guidance, Training, Placement, and

Entrepreneurship Cell (5)

(Instruction: The institution may specify the facility and management

to facilitate career guidance including counselling for higher studies,

industr interaction for trainin internshi lacement,

10-December-13150

Entrepreneurship cell and incubation facility and impact of such

systems)


…….

7 2 7 Co-curricular and Extra-curricular Activities 5



7.2.7. Co-curricular and Extra-curricular Activities 5

(Instruction: The institution may specify the Co- curricularand extra-curricular activities, e.g., NCC/NSS, cultural

ac v es, e c

7.2.8. Sports grounds, facilities, and qualified sportsinstructors (5)

(Instruction: The institution may specify the facilities available

an e r usage n r e

10-December-13151

8. Governance, Institutional Support and

Financial Resources

(75)

8.1. Campus Infrastructure and Facility (10)



. . .

facilities (4)(Instruction: Specify distinct features)

8.1.2. Hostel (boys and girls), transportation

facility, and canteen (2)

.

Assistance

. u

accommodated

Hostel for

Boys:

Hostel for

Girls:

10-December-13152

. ,

Financial Resources (75) Cont….

8.1.3. Electricity, power backup, telecom facility,



,

(Instruction: Specify

the

details

of

installed

capacity,

quality,

availability, etc.)

8.2. Organisation, Governance, and Transparency (10)

8.2.1. Governin bod administrative setu and functions of various bodies (2)

(Instruction: List the governing, senate, and all other academic

, ,

responsibilities; frequency

of

the

meetings;

and

attendance

therein, in a tabular form. A few sample minutes of the meetings

10-December-13153

an act on ta en reports s ou e annexe .

8. Governance Institutional Su ort and


8.2.1. Governing body, administrative setup, and functions

of various bodies 2



(Instruction: List the governing, senate, and all other academicand administrative bodies; their memberships, functions, and

therein, in a tabular form. A few sample minutes of the

meetings and action taken reports should be annexed.)

8.2.2. Defined rules, procedures, recruitment, and

romotional olicies, etc. 2(Instruction: List the published rules, policies, and procedures;

year of publications; and state the extent of awareness among

10-December-13154

.

on Internet, etc.)



8.2.3. Decentralisation in working including delegation of

financial ower and rievance redressal s stem 3



(Instruction: List

the

names

of

the

faculty

members

who

are

administrators/decision makers for various responsibilities.

system, including faculty association, staff -union, if any.)

8.2.4. Transparency an avai a i ity o correct

unambiguous information (3)

through the Internet. Information provisioning in accordancewith the Right to Information Act, 2005).

10-December-13155



8.3. Budget Allocation, Utilisation, and Public



ccount ng

ummary o current nanc a year s u get

and the actual expenditure incurredexc us ve y or t e nst tut on or t ree

previous financial years.

10-December-13156



Item Budgete

d in

Expense

s in CFY

(till …)

Expenses

in CFYm1

Expenses in

CFYm2



Infrastructural built-upLibrary

a oratory equ pment


Teaching and non-teachingstaff salary

R&D

Travel

Other, specify

Total

10-December-13157

.

relevant items if applicable.)



8.3.1. Adequacy of budget allocation (4)



8.3.2. Utilisation of allocated funds (5)(Instruction: Here the institution needs to state how the

budget was utilised during the last three years.)

. . .institute’s website (1)

(Instruction: Here the institution needs to state whether the

audited statements are available on its website.)

10-December-13158



8.4. Programme Specific Budget Allocation, Utilisation (10)Summary of budget for the CFY and the actual expenditure incurred in the



Items Budgete

d in CFY

Actual

expenses in

Budgete

d in

Actual

Expenses

Budgeted

in CFYm2

Actual

Expenses

(till …)

Laboratory

equipment

Software

urchase

R&D


Maintenance

and

spares

Travel

Miscellaneous

expenses

for

academic

activities

10-December-13159

Total

. overnance, nst tut ona upport an

Financial

Resources

(75) Cont….

8.4.1. Adequacy of budget allocation (5)



(Instruction: Here

the

institution

needs

to

justify

that

the

budget allocated over the years was adequate.)

8.4.2. Utilisation of allocated funds (5)nstruct on: ere t e nst tut on nee s to state ow t e u get

was utilised during the last three years.)

10-December-13160


Financial

Resources

(75) Cont….

8.5. Library (20)



8.5.1. Library space and ambience, timings and usage,

,

library automation, online access, networking, etc.

(5)(Instruction: Provide information on the following items.).

10-December-13161



Carpet area of library (in m2) Reading space (in m2)

Number of seats in reading space



Number of users (issue book) per day Number of users(reading space) per day

Timings: During working day, weekend, and vacation

Number of library staff

Number of library staff with degree in Library

Mana ement Com uterisation for search,

indexing, issue/return records Bar coding usedLibrary services on Internet/Intranet INDEST or other similar

10-December-13162

membership Archives


Financial

Resources

(75) Cont….

8.5.2. Titles and volumes per title (4)

...................................



Number of volumes .................................

Number of new

titles addedNumber of new

editions added

Number of new

volumes added

CFYm2

CFYm1

CFY

10-December-13163


Financial

Resources

(75) Cont….

8.5.3. Scholarly journal subscription (3)

Details CFY CFYm1 CFYm2 CFYm3



Science As soft copy

As hard co

Engg. and Tech. As soft copy

As hard copy

Pharmacy As soft copyAs hard copy

Architecture As soft copy

As hard copy

Hotel Management As soft copy

As hard copy

10-December-13164


Financial

Resources

(75) Cont….

. . .



Availability of digital library contents:

If available, then mention number of courses, number of e-

Availability over Intranet/Internet: Availability of exclusive

space/room: Number of users per day:

10-December-13165


Financial

Resources

(75) Cont….

8.5.4. Library expenditure on books, magazines /

ourna s, an m sce aneous contents



,

Year Expenditures Comments

agaz ne ourn

als (for hard

co

agaz ne our

nals (for soft

co

sc.

Contents

subscription) subscription)

CFYm2

m

CFY

10-December-13166


Financial

Resources

(75) Cont….

8.6. Internet (5)

Name of the Internet rovider: Available bandwidth:



Access speed:Availability of Internet in an exclusive lab:

Availability in most computing labs:

Availability in departments and other units:

Institute’s own e-mail facility to faculty/students:

Securit rivac to e-mail Internet users:(Instruction: The institute may report the availability of Internet in the

campus and its quality of service.)

10-December-13167

. ,


8.7. Safety Norms and Checks (5)



8.7.1. Checks for wiring and electrical installations forleaka e and earthin 1

8.7.2. Fire-fighting measurements: Effective safetyarrangements with emergency / multiple exits

and ventilation/exhausts in auditoriums and large

, -

and training, availability of water, and such otherfacilities 1

10-December-13168

. ,


8.7.3. Safety of civil structure (1)



8.7.4. Handling of hazardous chemicals and such otheractivities (2)

nstruct on: e nst tut on may prov e ev ence t at t s ta ng

enough measures for the safety of the civil structures, fire, electrical

installations, wiring, and safety of handling and disposal of hazardous substances. Moreover, the institution needs to show the

effectiveness of the measures that it has developed to accomplish these

tasks.

10-December-13169

. ,


8.8. Counselling and Emergency Medical Care and

First -aid (5)



Availability of counselling facility (1)

rrangemen or emergency me ca care

Availability of first-aid unit (2)

(Instruction: The institution needs to report the availability of

the facilities discussed here.)

10-December-13170

.

8.8. Counselling and Emergency Medical Care andFirst-aid (5)

. .

f ll



as follows

If a, b, c are improvements in percentage during three

successive years, assessment can be calculated as

Assessment = (b-a)/(100-min (b,a)) + (c-b)/(100-

,

10-December-13171

. …….

9.1. Improvement in Success Index of Students (5)

rom .

Items LYG LYGm1 LYGm2 Assessment

S i d



Success index

9.2. Improvement in Academic Performance Index of

Students (5)From 4. 2

API

10-December-13172

. …….

9.3. Improvement in Student-Teacher Ratio (5)

rom .

Items CAY CAYm1 CAYm2 Assessment

STR



STR

9.4. Enhancement of Faculty Qualification Index (5)

From 5. 3

FQI

10-December-13173

. …….

. . ,

R&D Work and Consultancy Work (10)

F 5 7 d 5 9



From 5.7

and

5.9

Items LYG LYGm1 LYGm2 Assessment

FRPFPPC

10-December-13174

9.

Continuous Improvement (75) Cont…….

9.6. Continuin Education 10

In this criterion, the institution needs to specify the contributory

efforts made by the faculty members by developing the

, -

workshops, etc., for continuing education during the last three

years.

The

Institution

shall

also

address

if

any

shortfalls

in

attainment

of



The Institution shall also address if any shortfalls in attainment of PEOs,

Pos

and

COs

Module

description

Any other

contributory

Developed/

organized

b

Duration Resource

persons

Target

audience

Usage

and

industry

,

etc.

...............

..................

10-December-13175

Assessment =

. …….

9.7. New Facility Created (15)

S ecif new facilities created durin the last three earsfor strengthening the curriculum and/or meeting the POs:

9.8 Overall Improvements since last accreditation, if any,

otherwise since the commencement of the programme (20)f h ll



otherwise, since the commencement of the programme (20)Specify the overall improvement:

Specify the

strengths/

Improvement

brought in

Contributed by List the PO(s),

which are

Comments,

if any

CAY

CAYm1

.........……..

10-December-13176

Declaration

format given below:

This Self-Assessment Report (SAR) is prepared for the current

academic year ( ) and the current financial year ( ) on

.



I certify that the information provided in this SAR is extracted from the

records and to the best of my knowledge, is correct and complete.

lead to rejection of the application for the accreditation for a period of

two or more years. I also understand that the National Board of

Accre itation NBA or its su -committees wi ave t e rig t to eci e

on the basis of the submitted SAR whether the institution should beconsidered for an accreditation visit.

10-December-13177

If the information provided in the SAR is found to be wrong during the visit or

,

accreditation and no accreditation will be allowed for a period of next two years

or more and the fee will be forfeited.

I undertake that the institution shall co-operate the visiting accreditation team,

shall provide all desired information during the visit and arrange for the meeting

as re uired for accreditation as er the NBA’s rovision.

I undertake that the institution is well aware about the provisions in the NBA’s



I undertake that, the institution is well aware about the provisions in the NBA s

accreditation manual concerned for this a lication, rules, re ulations and

notifications in force as on date and the institute shall fully abide to them.

Place: Signature, Name, and Designation of the

Date: Head of the Institution with seal

10-December-13178

eNBA Accreditation

Process

tep : n ne eg strat on rocess or nst tut ons

not re istered with NBA

Step 2: Apply for Accreditation

Step 3: Onsite Visit of Evaluation Team to the Institute



Step 3: Onsite Visit of Evaluation Team to the Institute

ep : ons era on o va ua on epor y

Evaluation Accreditation Committee EAC

Step 5: Issuance of Accreditation Status

Step 6: Appeal against the Accreditation Status

–

such as PEOs POs COs etc from the



such as PEOs, POs, COs, etc., from the

ava a e a a roug e process o everse

Engineering for the programme which ispreparing SAR for accreditation

Guidelines for Evaluators



Guidelines for Evaluators

,

areas where additional information is required and issues th

re uire an in-de th anal sis durin the visit.

E l h SAR ll d l ll i f i h i



• Evaluate the SAR, collect and analyse all information that is

detrimental to the quality of the programme.

.

•ensure that the re ort of the evaluation team is re ared

and submitted to the NBA at the end of the final day visit.

Functions of Chair erson•finalise the schedule of visit.

• ,guidance to the evaluation team

•address, on behalf of the evaluation team,

issues common to all programmes being evaluated,including governance institutional support and other



issues common to all programmes being evaluated,including governance, institutional support and other

n ras ruc ura ac es.

•study the SAR provided by the institution/university

additional information is required and issues that require

an in-depth analysis during the visit.

Functions of Chairperson Contd...

•gather necessary information during the visit to support

the findings and recommendations of the evaluation team.

•guide the evaluators to arrive at recommendations with consensus.

•chair the Exit meeting with the Head of the Institution/Departments.



g p

• .

• ensure that the report of the evaluation team is submitted to the NBA,

, .

•provide the final chairperson report of the evaluation team and submit it

to the NBA within the stipulated time.

•Pre-visit activities

•Activities during the visit



•Activities during the visit

•Report writing

•Seeking 3600 feedback

TABLE 1 SUMMARY OF ACTIVITIES DURING THE VISIT

0 Meeting among team members 45 minutes

Discuss the schedule and plan of activities 15 minutes

I Meetin with Mana ement Re resentative, 30 minutes

Head of the Institution, Head of the Department

Visit to central facilities 2 hours

Lunch

Presentation by Head of the Department 30 minutes

Visit to laboratories, library, computing centreand other facilities

1 hour



Interaction with students 30 minutes

Meeting among team members 30 minutes

II Verification of programme documents/evidence 2 hours

Interaction with faculty members 30 minutes

Lunch

Interaction with Management Representative, 30 minutes

Head of the Institute, Head of the Department

Interaction with stakeholders: alumni, parents, employers 1 hour 30 minutes

Preparation of the evaluator’s report 30 minutes

on uct o ex t meet ng our

Submission of the evaluator’s online report to the NBA before departure 1 hour

SAMPLE QUESTIONS

TO THE HEAD OF INSTITUTION

How does research activity have linkages and benefits to

Are research scholars and PG students used in tutorials and



Are research scholars and PG students used in tutorials and

What are faculty workloads like? How do you balance the work load

What are the strategic directions for engineering? In which

Is the level of industry input to programme design andtargeted

How are academic faculty involved in the programme design?

What is the level of faculty development adapted to improve quality of

teaching? How many are involved?

How man members of the facult are involved in the internshi

scheme?

What happens if somebody is ill or wants to take a period of study



What happens if somebody is ill or wants to take a period of study

How many members of faculty are involved in the Foundations of Teaching

and Learning programme?

Describe your role and responsibilities

How many of you are involved in the academic leadership course for

How is programme review initiated and implemented? When does industryinteraction begin?

How much does programme review involve academic faculty?

TO THE DEAN / HEAD OF DEPARTMENT / PROGRAMME COORDINATORS

.....

Tell us about the balance between the coverage of discipline-specific and

engineering practice in the First Year?

What are the strategic directions for engineering?

How do you feel about the quality of laboratories and the level of student

en a ement?

To what extent are laboratories and facilities useful for practical learningand project work? What might be development directions and prioritisation?



and project work? What might be development directions and prioritisation?

Is the quantum and quality of laboratory practice consistent with the

needs of an engineering graduate?

supporting staff adequate for these activities?

Are you aware of the specified programme outcomes?

What progress has been made on tracking the development, throughout the

programme, of graduate attributes?


on .....

What are the characteristics that make this programme good or

What are your views of the capabilities of your students at the time they

complete their studies?

What are your views on the employability of your students?

Where is professional development being delivered (writing, communication



p p g ( g,

, , ,

throughout the programme?

Is there sufficient student elective choice in the programme? Would more

e e er

Is the development of engineering design skills adequate? How is design

embedded into the programme?

How are the issues of engineering ethics, sustainability and the

environment covered throughout the programme?

re e s u en s expose o ssues re a e o g o a sa on an c ang ng

technologies?


Cont.....

What proportion of final year projects are industry based? How are they

su ervised and mana ed?

What proportion of final year projects is research-oriented?

Is the course material made available to students?

Where do students perform their assignment work? Are separate

working spaces for group work available



Are students able to learn better from power point presentations?

How much exposure is to local industry practice such as guest

presentations, teaching by visiting faculty, site visits, industry problem

solving, case studies, and industry projects occurring? Are these events

prescr e as par o e overa e uca ona es gn, or s mp y nc u e

on the initiative of the local programme/course coordinator? How is ex osure to rofessional ractice monitored and assessed?

What site visits are offered? Are site visits active for the students?


.....

What opportunities are being grasped in industrial design and project work to

- or co-supervised by industry people?

Does industry sponsor the project work?

Do all students undertake an internship or industrial training?

Describe the reporting mechanisms and assessment requirements.



What are the overall quality mechanisms that ensure appropriateness of

outcomes?

ow are aca em c acu y nvo ve n ac ev ng ra ua e r u es

What is the evidence of progress being made on mapping student learning

outcome to POs, including mapping of the outcomes to the Graduate Attributes?

What efforts are made to ensure that assessment truly assesses the student

learning outcomes in each subject?

How are course outcomes and assessment measures at the unit level tracked to

close the loop, on delivery of targeted graduate outcomes?


Cont.....

What are the roles of the Programme Coordinator, course coordinators and academic

faculty in programme review and quality improvement?

How often does the faculty meet as a teaching team to discuss programme

improvement issues?

To what extent is improvements made from student feedback?

Are unit outlines demonstrating closure of the quality loop at unit and programmelevels?



State the level of industry input to programme design and targeted graduate

outcomes.

a s e mpac o e a v sory comm ee on con ex ua s ng e programme olocal and global needs?

What are the mechanisms available for formal/documented student feedback?

How is student feedback obtained?

Do students receive feedback on actions taken?

Are issues of graduate outcomes, curriculum design and improvement discussed?


.....

What are other consultation mechanisms?

How does the faculty respond to the outcomes of student/unit surveys?

What changes have been made to the programme as a result of your evaluation?

What is the process used for making changes to the programme outcomes?

How does the faculty credentials relate to the PEOs and the POs?

Is the quantum and quality of laboratory practice consistent with the needs of an

engineering graduate?



-

What programme changes have been made from the input by industry-institute interaction

partnership cell?

a are e s ren s an wea nesses o your epar men an suppor epar men s

Are any major curriculum changes planned? What? When?

What are the major needs for growth and development of the curriculum?

Do you make recommendations for faculty salary and increments?

How much time is available to the faculty for professional development? What is the budget for faculty professional development?

Are faculty sent abroad under faculty exchange programme?

TO FACULTY

How does research activity have linkages and benefits to undergraduate

programme?

Are research scholars and PG students used in tutorials and laboratory

demonstration? Do they receive any training?

How do you ensure that appropriate assessment techniques are being

used?



project work?

What professional development (T&L-related) have you received?

What are faculty workloads like? How do you balance your load

between teaching and research?

What are the unwanted things that are happening in the programme?

courses you teach support?

TO FACULTYCont…

Are you involved in the assessment/evaluation of programme educational objectives

and ro ramme outcomes? How?

Are you involved in programme improvements? How?

Is there sufficient student elective choice in the programmes? Would more choice be

a v sa e

How is the Honours’ program different from the graduate programme?

Is the develo ment of en ineerin desi n skills ade uate? How is desi n embedded



Is the develo ment of en ineerin desi n skills ade uate? How is desi n embedded

into the programme?

How are the issues of engineering ethics, sustainability and the environment, and

business studies covered throu hout the ro ram? Are the students exposed to issues related to globalization and changing

technologies?

a propor on o na year pro ec s are n us ry ase ow are ey superv se

and managed?

Are lectures recorded and made available to students?

What professional society are you a member of? Are you active? Do you hold any

office?

TO FACULTY…….

How do you ensure that appropriate assessment techniques are being used?

Does the same instructor usually teach both lecture and laboratory portions of

related courses? If not, how do they coordinate?

Is the salary structure satisfactory? What additional benefits are included?

What unique or unusual teaching methods are used in your department?



Do you maintain regular contacts with industry? How?

How has the industrial-institute partnership cell affected POs?

Are the support departments providing appropriate educational services for

your students?

Is there ade uate secretarial and technician service available to ou?

How do you balance your load between teaching and research?

Have you acquired any additional qualification to provide effective teaching?

How is you industrial experience if any relevant to this program?

TO FACULTYCont…….

What is your role in the continuous improvement of the programme?

What are the roles of the Head of the Department, Course coordinators and

staff members in program review and quality improvement?



How often does the staff meet as a teaching team to discuss program

improvement issues?

What are other consultation/grievances mechanisms available?

TO STUDENTS

How has your educational experience measured up to your expectations?

, ,project work.

Are you providing feedback as part of a quality/programme improvement

mechanism?

To what extent does the programme provide for your personal and



pro ess ona capa es eve opmen re ere measures o your

personal development and performance such as team-work,

leadership, management, communication and presentation skills, self

studied?

Have issues such as globalisation, ethics and sustainable practices been

addressed yet?

What improvement would you make if you had a magic wand?

Did you make use of online learning facilities? What are they? Do they make a

difference?

TO STUDENTS…….

Do you feel that you have an understanding of the targeted outcomes for your

was this understandings established?

How successful are faculty members as role models of the professional engineer?

How accessible are faculty?

Did you get exposure to sessions or guest lectures by practising professionals? Arethese well organised and well presented?



What do you think are the key attributes an employer would be looking for in a graduate

engineer?

objectives, learning outcomes, activities and assessment strategies within individual

units?

academic units?

Are there other avenues of embedded professional practice exposure other than

studies, industry based projects etc.? Is there sufficient exposure to professional

practice?

TO STUDENTSCont…….

How effective is laboratory learning? Are experiments prescriptive or open

What has been the nature of project-based learning activity in the

programme? Have you been confronted with multi-disciplinary, open-ended,

complex projects? Has it been necessary to consider factors such as social,

environmental, safe practices and ethical matters?



become a good team player and/or team leader? Are you assessed for your

team performance?

, ,processes of educational design and continuous improvement? Is your feedback

effective? Does it bring about change? Do you hear about improvement made?

What skills are you expected to acquire at the time of graduation?

Comment on attainment of program educational objectives.


To what extent does the program provide for your personal and professional

and performance such as team-work, leadership, management,

,

systematically addressed in subjects studied?



Are the faculty members competent in the subjects they teach?

Are facult members available and hel ful to ou at times convenient to ou?

Why did you choose this institution/department / programme?

-

How good is the hands-on experience?

Do you plan to continue your education after graduation? Where? When?

Do you plan to accept a job after graduation? Where? When?


What type of job can you get as a graduate of this programme? At what

salary?

What is your overall view of the programme?

Would you recommend it to a friend?



Are you providing feedback as part of a quality/programme improvement

mechanism?

Evaluation Guidelines

Criterion 1: Vision, Mission and Programme Educational Objectives (100)

Minimum qualifying points: 60Item

no.

Item

description

Points Evaluation guidelines/ award of marks

1.1 Mission and

Vision

5 Listing and articulation of the vision and mission

statements of the institute and department (1)

Description of media (e g websites curricula



Description of media (e.g. websites, curricula

books) in which the vision and mission are

published and how these are disseminated among

s a e o ers

Articulation of the process involved in defining

e v s on an m ss on o e epar men rom

the vision and mission of the institute (2)


Item

no.

Item

descri tion


…..

1.2 Programme

Educational

15 Listing and articulation of the program educational

objectives of the programme under accreditation (2)

. . ,

books) in which the PEOs are published and howthese are disseminated among stakeholders (2)

s ng o s a e o ers o e programme un er



s ng o s a e o ers o e programme un er

consideration for accreditation and articulation of

their relevance (1)

escr p on o e process a ocumen s andemonstrates periodically that the PEOs are

based on the needs of the programme’s

s a e o ers

Description as to how the Programme Educational

Objectives are consistent with the Mission of the

epartment


Item

no.

Item

description


…..

1.3 Attainment of

Programme

Educational

30 Description of the broad curricular components that contribute towards

the attainment of the Programme Educational Objectives (15)

Description of the committees and their functions, working processes

1.4 Assessment of

attainment of

Programme

40 Description of the assessment process that documents and

demonstrates periodically the degree to which the Programme

Educational Objectives are attained (10)

ucat ona n ormat on on: a st ng an escr pt on o t e assessment



Objectives

g p

processes used to gather the data upon which the evaluation

of each programme educational objective is based. Examples

of data collection processes may include, but are not limited

to, emp oyer surveys, gra uate surveys, ocus groups, n ustr aadvisory committee meetings, or other processes that are

relevant and appropriate to the programme; (b) The frequency with

which these assessment processes are carried out (15)

e a s o ev ence a e ave een ac eve : a e

expected level of attainment for each of the programme educational

objectives; (b) Summaries of the results of the evaluation processesand an analysis illustrating the extent to which each of the programme

e uca ona o ec ves as een a a ne ; an c ow e resu s are

documented and maintained (15)

Cont…..

Item

no.

Item description Points Evaluation guidelines/ award of

marks

.

assessment of

achievement of PEOs

the results of the evaluation of the

PEOs have been used to



redefining PEOs

Minimum qualifying points: 135

Item

no.

Item

description

Points Evaluation guidelines

.

Validation of

CourseOutcomes and

programme curriculum and programme outcomes of

the programme under accreditation (2) Description of media (e.g. websites, curricula

Programme books) in which the POs are published and how these



g

Outcomes

) p

are disseminated among stakeholders (3)

Description of the process that documents and

alignment with the graduate attributes prescribed by

the NBA (5)

Details as to how the POs defined for the programme are

aligned with the Graduate Attributes of the NBA as

articulated in the accreditation manual (10)

Correlation of the defined POs of the programme with

Criterion 2: Programme Outcomes (225)

Item

no.

Item

description


Cont…..

2.2 Attainment of

Programme

Outcomes

40 Correlation between the course outcomes and the

programme outcomes. The strength of the correlation is

to be indicated. (10)

Description of the different course delivery methods/

modes (e.g. lecture interspersed with discussion,asynchronous mode of interaction, group discussion,

.

effectiveness of these methods for the attainment of the



effectiveness of these methods for the attainment of the

POs. This may be further justified using the indirect

assessment methods such as course-end surveys. (10)

Description of different types of course assessment andevaluation methods (both direct and indirect) in practice

and their relevance towards the attainment of the POs. (10)

the attainment of the PEOs and the POs. Justify how the

various project works (a sample of 20% best and average projects from total projects) carried as part of the

programme curriculum contribute towards the attainment

of the POs. (10)

Criterion 2: Programme Outcomes (225)Cont…..

Item

no.

Item

description


. attainment of

Programme

Outcomes

and demonstrates periodically the degree to which the

Programme Outcomes are being attained. (25)

Information on: (a) listing and description of the

assessment processes used to gather the data upon

which the evaluation of each the programmeeducational objective is based. Examples of data

,

limited to specific exam questions student



limited to, specific exam questions, student

portfolios, internally developed assessment exams,

senior project presentations, nationally-normed

exams, oral exams, focus groups, industrialadvisory committee and (b) the frequency with

which these assessment processes are carried out (50)

each of the programme outcomes; (b) Summaries of the

results of the evaluation processes and an analysisillustrating the extent to which each of the programme

outcomes are attained; and (c) How the results are

documented and maintained (50)

Cont…..

Item

no.

Item

descriptionPoints Evaluation guidelines

.

assessment

results towards

improvements brought in after the review of

the attainment of the POs (5)

of the delivery and assessment improvements



of the

programme

delivery and assessment improvements

brought in after the review of the attainment

of the POs 10 Articulation with rationale how the results of

the evaluation of the POs have been used to

review/redefine the POs in line with the

Graduate Attributes of the NBA (15)

Criterion 3: Programme Curriculum (125)


Item

no.Item description Points Evaluation guidelines

3.1 Curriculum 20 Structure of the curriculum (5)

Drawing of the schematic of the prerequisites of the

courses in the curriculum (5)

v ence t at programme curr cu um sat s es t e

applicable program criteria specified by the

appropriate American professional associations

such as ASME IEEE and ACM 10

3 2 C rric l m 15 Detailing of programme c rric l m gro ping based



3.2 Curriculum

components and

relevance to the

15 Detailing of programme curriculum grouping based

on different components and their relevance to

programme outcomes (15)

Pos and the PEOs

3.3 Core engineering

courses and their

60 Core engineering subjects and their relevance to

programme outcomes (10)

relevance to

Programme

Outcomes

Description as to how core engineering courses in

the programme curriculum helps in solving complex

engineering problems (50)

experience

Criterion 3: Programme Curriculum (125)Cont …..

Item

no.

Item description Points Evaluation guidelines

3.4 Industry

interaction/internship

10 Details of industry’s involvement in the

programme such as industry-attached

laboratories and partial delivery of courses

and internship opportunities for students (10)3.5 Curriculum 15 Description of the process that periodically

Development documents and demonstrates periodically how the



programme curriculum is evolved considering the

PEOs and the POs (5)

requirement for improvements in courses and

curriculum and provide the evidence of

continuous im rovement of courses and

curriculum (10)

3.6 Course Syllabi 5 Syllabus for each course and also provide the

’

Item Item

no. description

4.1 Success rate 20 Success rate = 20 × Mean of success index (SI) for

ast three batches

SI = (No. of students who cleared the programme

in the minimum period of course duration) / (No. ofstudents admitted in the first year and students

admitted in that batch via lateral entry)



4.2 Academic

erformance

20 Assessment = 2 × API

where API = Academic erformance index

= Mean of CGPA of all the students on

a 10-point CGPA system

Or = (Mean of the ercenta e of marks of all

students)/10

Criterion 4: Students’ Performance in the Programme (75)Cont…..

Item no.Item


. acemen anhigher studies

= x . ywhere, x = No. of students placed,

y = No. of students admitted for the higher

,

N = No. of students admitted in the first year and

students admitted via lateral entry in that batch subject tomax. assessment points = 20

Percentage of students to be considered based on first



year and lateral entry.

Assessment: 3 points for each item

4.4 Professional

activities

15 Professional societies / chapters and organising

engineering events (3)

Organisation of paper contests, design contests, etc.,

an t e r ac evements

Publication of technical magazines, newsletters,

etc. (3) , ,

innovations (3)

Publications and awards in inter-institute events.(3)

Criterion 5: Faculty Contributions (175)


Item Itemno. description

o n s va ua on gu e nes

5.1 Student- 20 Assessment = 20 × 15/STR; subject to max. assessment

=

ratio

,

x = No. of students in 2nd year of the programme

y = No. of students in 3rd year of the programme

= .

N 1 = Total no. of faculty members in the programme



y p g

(considering the fractional load)

5.2 Faculty

cadre ratio

20 Assessment = 20 × CRI

Cadre ratio index (CRI) = 2.25 × (2 x + y)/ N ; based on

1:2:6 subject to max. CRI = 1.0

x = No. of professors in the programme

y = No. of associate professors in the programme


ItemItem description Points Evaluation guidelines

…..

5.3 Faculty

qualifications

30 Assessment = 6 × FQI

Faculty qualification index (FQI) =

0 2,

where, x+ y+ z 0 ≤ N 2, z 0 ≤ z

x = No. of faculty members with PhD

= .

z = No. of faculty members with BE/BTech



y

5.4 Faculty 15 Ability of the programme curriculum to meet the

ompetenc escorrelation to

Programme

app ca e programme cr ter a spec e y t eappropriate American professional associations

such as ASME, IEEE and ACM

pec c r er a s ng o e programme spec c cr er a an e

competencies (specialisation, research

publications, course developments etc. of faculty

competencies)


Item

no.

Item description Points Evaluation guidelines

……

5.5 Faculty as

participants/resour

15 Participant/resource person in two week faculty

development programme. (5)

ce persons n

facultydevelopment/train

Part c pant resource person n one wee acu ty

development programme (3)Assessment = 3 x SUM / N

ng ac v es



5.6 Faculty retention 15 Assessment = 4 × RPI/ N

etent on po nt n ex = um o t e retent on points to all faculty members

One retention point for each year of experience at

e ns u on, su ec o max mum ve po n s o

a faculty member.

Criterion 5: Faculty Contributions (175) Cont…..

Item no.Item


5.7 Faculty 20 Faculty points in research publications (FRP)

research

publications

Assessment of FRP = 4 × (Sum of the research

publication points scored by each faculty member)/ N

(Instruction: A faculty member scores maximum five

research publication points, each year, depending upon

the quality of the research papers published in the pastthree years.)

The research papers considered are those (i) which can



be located on internet and/or are included in hard-copy

volumes/ proceedings, published by well-known

publishers, and (ii) the faculty member’s affiliation, in

the published paper, is of the current institution.

.

intellectual

propertyri hts

Assessment of FIPR = 2 × (Sum of the FIPR points

scored by each faculty member)/ N Instruction: A facult member scores maximum five

FIPR points each year. IPR includes awarded

national/international patents, books, and copyrights.)

Criterion 5: Faculty Contributions (175) Cont…..

Item no.Item


.R&D

Projects and

consultanc

Assessment of R&D and consultancy projects

= 4 × (Sum of FRDC by each faculty member)/ N

Instruction: A facult member ets maximum five

(FRDC)

work

points, each year, depending upon the amount of the

funds and/or the contributions made. A suggestivescheme is iven below for a minimum amount of Rs.

1.0 lakh:

Fi i t f f di b ti l



Five points for funding by national agency

Four points for funding by state agency

Four points for funding by private sector Two points for funding by the sponsoring trust/society

5.10 Facult 10 Facult interaction oints FIP assessment

interaction

with outsideworld

= 2 × (Sum of FIP by each faculty member) /N

Criterion 6: Facilities and Technical Support (75)


Item Item description Points Evaluation guidelines

.

6.1 Classrooms in the

department

20 Adequate number of rooms for

lectures (core/electives), seminars,

u or a s, e c., or e programme

Teaching aids---multimedia

projectors, etc. (5)

, ,

of chairs/benches, air circulation,



lighting, exits, ambience, and such other

6.2 Faculty rooms in

the department

15 Availability of individual faculty rooms

(5)

,

computer, Internet, and other such

amenities/facilities (5)

counselling with students (5)

Criterion 6: Facilities and Technical Support (75)Cont…..

Item


. a orator es n t edepartment to meet

the curricular

equate we -equ ppe a orator es torun all the programme-specific curriculum

(10)

requ remen s an e

POs

va a y o compu ng ac es or e

department exclusively (5)

Availability of laboratories with technical

(5)



Equipments to run experiments and their

,

experimental setup, size of the

laboratories, overall ambience, etc.

5

6.4 Technical manpower

support

15 Availability of adequate and qualified

technical supporting staff for program-

Incentives, skill-upgrade, and professional

advancement (5)

Criterion 7: Academic Support Units and Teaching-

Learning Process (75)

Minimum qualifying points:45

Item ItemPoints Evaluation guidelines

7.1 Academic

Support Units

35 Assessment of First Year Student Teacher Ratio

(FYSTR) (10)

First Year Common Courses (15)



Adequacy of space, number of students per batch,

,laboratory manuals, list of experiments – Basic

science and Engineering Laboratory (8)

, ,

software types and quality of instruments -

Language laboratory (2)

Criterion 7: Academic Support Units and Teaching-Learning Process (75)

Item

no.

Item

descri tion


…..

7.2 Teaching –

Learning

40 Tutorial classes to address student questions:

size of tutorial classes, hours per subject in

Mentoring system to help at individual levels (5)

Feedback analysis and reward / correctivemeasures taken if an 5

Scope for self-learning (5)

Generation of self learning facilities and



Generation of self-learning facilities, and

availability of materials for learning beyond

syllabus (5) Career Guidance, Training, Placement, and

Entrepreneurship Cell (5)

Co-curricular and extra-curricular activities (5)

Sports grounds, facilities, and qualified sports

instructors (5)

Criterion 8: Governance, Institutional Support and

nanc a esources


Item


8.1 Cam us 10 Maintenance of academic infrastructure and facilities

infrastructure and

facility

(4)

Hostel (boys and girls), transportation facility andcanteen (2)

ectr c ty, power ac up, te ecom ac ty, r n ng

water, and security (4)



8.2 Organisation, 10 Governing body, administrative setup, and functio of

,transparency Defined rules, procedures, recruitment, and

promotional policies, etc. (2)

Decentralisation in working and grievance redressal

system (3)

Transparency and availability of correct/

unambiguous information (3)

Criterion 8: Governance, Institutional Support and Financial Resources (75)

Cont…..

Item no. Item description Points Evaluation guidelines

8.3 Budget allocation,

utilisation, and

10 Adequacy of budget allocation (4)

Utilisation of allocated funds (5)

receipts and expenditures publicly (1)

.

Budget Allocation,

Utilisation

Utilisation of allocated funds (5)



8.5 Library 20 Library space and ambience, timings and usage,availability of a qualified librarian and other staff,

library automation, online access, and networking (5)

Scholarly journal subscriptions (3)

Digital library (3) Library expenditure on books, magazines/journals,

and miscellaneous contents (5)

Criterion 8: Governance, Institutional Support and Financial Resources (75)

Cont…..

8.6 Internet 05 Sufficient and effective internet access facility

8.7 Safety norms and

Checks

05 Checks for wiring and electrical installations for

leakage and earthing (1)

Fire-fi htin measurements: Effective safet

arrangements with emergency/multiple exits and

ventilation/exhausts in auditoriums and largeclassrooms/labs, fire-fighting equipments and

ra n ng, ava a y o wa er an suc o er

facilities (1)

Safety of civil tructures/buildings/catwalks/hostels



Safety of civil tructures/buildings/catwalks/hostels,

etc. 1

Handling of hazardous chemicals and such otherhazards (2)

8.8 Counselling and

emergency

medical care and

05 Availability of counselling facility

Arrangement for emergency medical care

Availability of first-aid unit -

Criterion 9: Continuous Improvement (75)


Itemno. em escr p on o n s va ua on gu e nes

9.1 Improvement in 5 Points must be awarded in proportion to the

students

.

over three years.

9.2 Improvement in 5 Points must be awarded in proportion to the

aca em c

performance index

f t d t

average mprovement n compute n

4.2) over three years.



of students

9.3 Improvement inSTR

5 Points must be awarded in proportion to theaverage improvement in computed STR (in


9.4 Enhancement of

faculty qualification

index

5 Points must be awarded in proportion to the

average improvement in computed FQI (in


Criterion 9: Continuous Improvement (75) Cont…..

Item


9.5 Improvement in faculty 10 Points must be awarded in proportion to

research publication,

R&D, and consultancy

the combined average improvement in

computed FRP (in 5.7) and FRDC (5.9)

over three years.

9.6 Continuing education 10 Points must be awarded in proportion to

participation in continuing educationcontributin to course modules and

conducting and attending short-term

courses and workshops) programmes to



p ) p g

gain and/or disseminate their knowledge

in their areas of expertise.

9.7 New facility created 15 New facilities in terms of

infrastructure/e ui ment/facilities added

to augment the programme.

9.8 Overall improvement 20 Points must be awarded based on the ,

if any, otherwise,

since establishment

the last accreditation visit, and how those

were addressed and/or efforts were made.

Evaluation ReportEvaluation Report for NBA Accreditation of Undergraduate

Engineering Programmes(Note: This report must be in textual form supported by the findings listed for

identified in evaluation guidelines)

Name of the programme:

ame an a ress o e ns u on:

Name of the affiliating university:

a es o e accre a on v s :

Name, designation, and affiliation of programme evaluator 1:



, g , p g

ame, es gna on, an a a on o programme eva ua or : Name, designation, and affiliation of team chairperson:

Signatures

________________ ________________ _______________

(Programme Evaluator1) (Programme Evaluator 2) (Team Chairperson)

– ,

Item Max. Points

no. points awarded

1.1 Mission and Vision 5

1.2 Programme Educational Objectives 15

1.3 Attainment of Programme EducationalOb ectives

30

1.4 Assessment of attainment of

Programme Educational Objectives

40



Programme Educational Objectives

. n cate ow resu ts o assessment oachievement of PEOs have been used

for redefining PEOs

Total 100

Criterion - 2: Programme Outcomes

Item no. Item descriptionMax.

points

Points

awardedRemarks

2.1 Definition and Validation of Course

Outcomes and Programme Outcomes

30

2.2 Attainment of Programme Outcomes 40

2.3 Assessment of attainment of 125

Programme Outcomes



2.4 Use of assessment results towards 30

improvement of programme

Total 225

Findings:

Signature

Criterion - 3: Programme Curriculum

Item

no.Item description

Max.

points

Points

awardedRemarks

.3.2 Curriculum components and relevance

to programme outcomes

15

3.3 Core engineering courses and their

relevance to Programme Outcomesincludin desi n ex erience

60

3.4 Industry interaction/internship 10

i l l



3.5 Curriculum Development 15

3.6 Course Syllabi 5

Total 125

Findings:

Signature

Criterion - 4: Students’ Performance in the Programme

ItemItem description

Max. PointsRemarks

.4.1 Success rate 20

. ca em c per ormance

4.3 Placement and higher 20

s u es

4 4 Professional activities 15



4.4 Professional activities 15

Total 75

Findings:

Signature

Criterion 5: Faculty Contributions

em

no.

em escr p on ax.

points

o n s

awarded

emar s

5.1 Student-teacher ratio 20

5.2 Faculty cadre ratio 20

5.3 Faculty qualifications 30

5.4 Faculty competencies correlation to

Programme Specific Criteria

15

5.5 Faculty as participants/resource persons 15

in faculty development/training activites

5.6 Faculty retention 15



. 5.8 Faculty intellectual property rights 10

5.9 Facult R&D and consultanc work 20

5.10 Faculty interaction with outside world 10

Total 175

Findings:Signature

Criterion 6: Facilities and Technical Support

Item

no.Item description

Max.

oints

Points

awardedRemarks

6.1 Classrooms 20

6.2 Faculty rooms 15

6.3 Laboratories including

computing facility

25

6.4 Tec n ca manpower support 15

Total 75



Findings:

gna ure

-

no. .

points

awarded

7.1 Academic Support Units 35

7.2 Teaching – Learning

Process

40

Total 75



Findings:

gna ure

Criterion 8: Governance, Institutional Support and Financial Resources

em

no.Item description

ax.

points

o n s

awardedRemarks

8.1 Campus Infrastructure and Facility 10

8.2 Organisation, Governance, and

Transparency

10

. , ,

Accounting

8.4 Programme Specific Budget Allocation, 10

8.5 Library 20

8 6 Internet 5



8.6 Internet 5

8.7 Safety Norms and Checks 5

8.8Counselling and Emergency Medical Care 5

an rs -a

Total 75

n ngs:

Signature

Criterion 9: Continuous Improvement

Item

no.Item description

Max.

points

Points

awardedRemarks

9.1 Improvement in Success Index of Students 5

9.2 Improvement in Academic Performance Index of

Students

5

9.3 Im rovement in Student-Teacher Ratio 5

9.4 Enhancement of Faculty Qualification Index 5

9.5 Improvement in Faculty Research Publications, 10

9.6 Continuing Education 10

9.7 New Facility Created 15



y

9.8 Overall Improvements since last accreditation, if

any, otherwise, since the commencement of the

programme

20

Total 75

n ngs:

Signature

Experts’ Report on the Strengths, Weaknesses, and Deficiencies, if any.

Strengths:..............................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

............................................................................................................................

Weaknesses:.........................................................................................................

..............................................................................................................................



..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

.......................................................................................................

Deficiencies, if any: ...........................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

......................................................................................................

Additional remarks, if any: ...............................................................................

..............................................................................................................................



..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

Summary of Evaluation

S.

No.Criterion

Max.

points

Qualifying

points

Points

awardedQualified?

1 Vision, Mission and Programme 100 60 Yes/No

Educational Objectives

2 Programme Outcomes 225 135 Yes/No

4 Students’ performance 75 45 Yes/No

5 Facult Contributions 175 105 Yes/No

6 Facilities and technical support 75 45 Yes/No

7 Academic Support Units and 75 45 Yes/No



eac ng- earn ng rocess8 Governance, Institutional Support

and Financial Resources

75 45 Yes/No

9 Continuous Improvement 75 45 Yes/No

Total 1000 600

Specific remarks for those criteria in which points awarded are less than the qualifying points:

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................



...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

________________ ________________ ________________

(Programme Evaluator1) (Programme Evaluator 2) (Team Chairperson)

Chairperson’s Report

Name of the programme

Name and address of the institution

Dates of the accreditation visit

Name, designation, and affiliation of

ro ramme evaluator 1

Name, designation, and affiliation of

programme evaluator 2

_______________________________________________________________

Strengths:..............................................................................................................



............................................................................................................................................................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

............................................................................................................................

Weaknesses:.......................................................................................................................................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

............................................................................................................................

Deficiencies, if any: ...........................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................



, .................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

(Team Chairperson)

List of documents/records to be made available during thev s a en a ve s

(Instruction: Records of last three years to be made available, wherever

applicable)

The following list is just a guideline. The institution may prepare its own list of

documents in support of the SAR that it is submitting. The soft copy of these

ocumen s n e orm o s a emen s an s on y may e appen e w e

SAR.

I.1. Land papers, built-plan, and approval, etc.



. . , ,

bodies; their functions; and responsibilities. List of all the meetings held in

the past three years along with the attendance records. Representative

with the list of current faculty members who are members of such bodies.

I.3. Rules, policies, and procedures published by the institution including service

book and academic regulations and others, along with the proof that the

employees/students are aware of the rules and procedures.

Institute Specific

Cont…..

. . u ge a oca on an u sa on, au e s a emen o accoun s.

I.5. Informative website.

. . --- .I.7. Listing of core, computing, and manufacturing, etc., labs.

. . .

I.9. Records of safety checks and critical installations.

I.10. Medical care records and usa es of ambulance, etc.

I.11. Academic calendar, schedule of tutorial, and makeup classes.

I.12. Handouts/files along with outcomes, list of additional topics to meet the



outcomes.I.13. Set of question papers, assignments, evaluation schemes, etc.

. . , , .

I.15. Documented feedback received from the stakeholders (e.g., industries,

parents, alumni, financiers, etc.) of the institution.

I.16. List of faculty who teach first year courses along with their qualifications.

I.17. Results of the first year students.

Programme Specific

have in place the following:

P.1 NBA accreditation reports of the past visits, if any

P.2 Department budget and allocations (past three years data)

P.3 Admission---seats filled and ranks (last three years data)

P.4 List/number of students who have cleared the programme in four

years (last three years data)

P.5 CGPA last three ears data of students’ CGPA/ ercenta e

P.6 Placement and higher studies (last three years data)

P.7 Professional society activities, events, conferences organised, etc.



P.8 List of students’ papers along with hard copies of the publications;professional society publications/magazines, etc.

. amp e es an average pro ec repor s es s

P.10 Details of student-faculty ratio

. , ,

appointment letters, promotion and award letters/certificates

Programme Specific

Cont…..

P.12 Faculty list with designation, qualification, joining date, publication, R&D,

interaction details

P.13 List of facult ublications alon with DOIs and ublication/citation details

P.14 List of R&D and consultancy projects along with approvals and project

completion reports

. st an proo s o acu ty nteract on w t outs e wor

P.16 List of classrooms, faculty rooms. -

department.

P.18 List of non-teaching staff with their appointment letters, etc.



P.19 List of short-term courses, workshops arranged, and course modulesdeveloped

. - ,

P.21 Records of overall programme-specific improvements, if any

P.22 Curriculum POs PEOs Mission and Vision statements

P.23 Correlation of outcomes with the PEOs

P.24 Correlation of course outcomes with the Pos

Programme SpecificCont…..

P.25 Course files, plan of course delivery, question papers, answer scripts,

assignments, reports of assignments, project reports, report of design

, ,

experiments, etc.

P.26. Rubrics developed to validate the Pos

P.27. Continuous improvement in the PEOs

P.28. Improvement in curriculum for correlating the POs and the PEOs

P.29. Direct and indirect assessment methods to show attainment of the

Pos



. . a e o er s nvo vemen n e process o mprovemen o ePEOs and the Pos

P.31. Collected forms of various indirect assessment tools e. . alumni

survey, employer survey )

P.32. Any other documents which may be necessary to evaluate the SAR

Feedback Forms



Feedback Form to be filled by the Institution Regarding Accreditation Visit

Purpose

.will enable the NBA to improve its system and make it more effective. We thank you in

advance for the time and effort you are investing in filling out this form.

1. Name of the Institution: _______________________________________

2. Programme(s) evaluated: _______________________________________

3. Date(s) of visit: _______________________________________

4. Name of Chairperson:

5. Names of Evaluators: 1. ________ 2. ________ 3. ________

4. ________ 5. ________ 6. ________



7. ________ 8. _______ 9. ________10. ________ 11. ________ 12. ________

6. Please comment on the evaluation methodology adopted by the team during

e v s .

7. Whether the evaluators have tendered any advice to improve the system? If

yes, please specify.

(ii) Advice:

8. Whether any of the evaluators were specific about the relevant topics related to the

programme? If no, please specify.

9. Whether the evaluators interacted with students and faculty in groups or with students

and facult in rivate? If es lease s ecif the name of the students/facult .

10. Whether the head of the institute or any representative of the management was also

present during the interaction? If yes, please specify.

(ii) Observation of the representative about interaction :

11. Whether evaluators have been facilitated by the institute for outdoor activity? If yes,

.



(i) On whose insistence :

(ii) What activity :

. et er t e ex t meet ng met t e purpose .e., to s are t e v s t ng team s percept ons

and general observations about the institution and programmes.

13. Specify the participants of the exit meeting.

14. Please comment on the general behaviour of the visiting

team (Chairperson and evaluators) during the visit? Whether

,

specify the participants and the kind of hospitality offered.



Signature of the Head of Institution

Thank you for your feedback!

Feedback Form to be filled by the Chairperson about the Institution and Team Members

Purpose

This form is designed to have a fair opinion about the team members who have assisted you during the

visit. This will enable the NBA to improve its system and make it more effective. We thank you in

advance for the time and effort you are investing in filling out this form.


2. Programme(s) evaluated: _______________________________________ . _______________________________________

4. Name of Chairperson:

5. Names of Evaluators: 1. ________ 2. ________ 3. ________

. ________ . _______ . ________

7 8 9



7. ________ 8. ________ 9. ________10. ________ 11. ________ 12. ________

6. Please comment on the evaluation methodolo ado ted b the evaluators.

7. Whether the evaluators have tendered any advice to improve the system? If


(i) Name (s) of the Evaluator :(ii) Advice :

8. Whether the evaluators were specific about the relevant topics related to the

programme? If no, please specify.

9. Whether the evaluator interacted with students and faculty in groups or with students

and faculty in private? If yes, please specify the name of the students/faculty .

10. Whether the evaluator has been facilitated by the institution for outdoor activity? If

es lease s ecif .

(i) On whose insistence :

(ii) What activity :

.

visit.

12. Please comment on the general behaviour and etiquette of the Head of the

.



13. Please comment on the cooperation and coordination rendered by the institution .

14. Please comment on the eneral behaviour of the visitin team Chair erson and

evaluators) during the visit? Whether hospitality was extended to the visiting team? If

yes, please specify the participants and the kind of hospitality offered.

Signature of the Chairperson


ee ac orm o e e y e va ua or a ou e ns u on,

Co-evaluator and Chairperson

Purpose

This form is designed to have a fair opinion about the team members who have assisted you during the

visit. This will enable the NBA to improve its system and make it more effective. We thank you in

advance for the time and effort ou are investin in fillin out this form.


2. Programme(s) evaluated: _______________________________________

3. Date(s) of visit: _______________________________________

4. Name of Chairperson: _______________________________________

5. Names of Evaluator: _______________________________________

6 N f C E l t



6. Name of Co-Evaluator : _______________________________________7. Please comment on the ability of the chairperson to resolve disputes, if any,

between the evaluators .

. e er e c a rperson as en ere any a v ce o mprove e sys em


9. Whether the chairperson has extended openness with the evaluators? If no,

10. Whether the chairperson has been facilitated by the institute for outdoor activity. If

yes, please specify .

(i) On whose insistence :(ii) What activity :

11. Please comment on the general behaviour and etiquette of the chairperson during

the visit.

. ease commen on e genera e av our an e que e o e ea o e

Institution / other key officials.

. - .



14. Please comment on the cooperation rendered by the co-evaluator.

15. Please comment on the cooperation and coordination rendered by the institution


Feedback Form to be filled by the Chairperson/Evaluator(s) about Service

Provider

Purpose

This form is designed to have a fair opinion about the Service Provider hired by the NBA. This will enable the

.

are investing in filling out this form.

.

2. Date(s) of visit:

3 Name of the Chairperson/Evaluator*:



3. Name of the Chairperson/Evaluator :

4. Name of the Service Provider:

Assessment of the Service Provider

I How was your overall experience with the service provider?

II Please comment on customer service, travel management and

consulting services.

III Please comment on the travel and lodging requirements met

durin the visit.

IV Please comment on your travel documentation.

V Are you satisfied with the service provided by the Service



V Are you satisfied with the service provided by the ServiceProvider? If no, please specify.

*Please strike out whichever is not applicable Signature of the Chairperson/Evaluator


Thank YOU

three days workshop - outcome based education

Documents