Three Days Workshop - Outcome Based Education

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
4 Dr.
4.
D A.
A Abudahir
Ab d hi
5. Dr. S. Rajakarunakaran
WORKSHOP OUTCOMES
Upon successful completion of Training the par ticipants would be
1. Able to distinguish PEOs and POs
2 Able to establish correlation among PEOs,
2.
PEOs POs,
POs Gas and COs
3. Able to identify, design and apply appropriate assessment methods
for PEOs, POs and COs
4 Able
4.
Abl to recognize
i
the
h contribution
ib i
off co-curricular/extrai l /
curricular activities in the attainment of POs
5. Able to analyze the ef fectiveness 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 NBAs SAR
WORKSHOP STRUCTURE
DAY - 1
Over view of OBE parameter s and Assessment Tools by Resource Per sons
Presentation of Phase I task by individual par ticipants
Presentation of task byy individual par
p ticipants
p
related to workshop
p outcomes
1 & 2
Task Assignment to par ticipants related to workshop outcomes 5 & 6
DAY - 2
Presentation of task by individual par ticipants related to workshop outcomes
3 & 4
Ef fectiveness of Assessment tools and Continuous Improvement in
attainment of PEOs,
PEOs POs and COs by Resource Per sons
5 & 6
Task Assignment to par ticipants related to workshop outcomes 7 & 8
DAY - 3
Programme Specific Criteria, Students and Faculty by resource per son
7 & 8
Interactive Review on NBAs SAR
CONTENTS
Accreditation and Types

Significance and Benefits of Accreditation
Washington Accord What and Why
Accreditation Models
Outcome based education (OBE) An Over view
Outcome based accreditation (OBA)
(
)
Accreditation Criteria A Walkthrough
Programme Specific Criteria Significance
Correlation among PEOs,
PEOs GAs,
GAs POs and COs - Illustrations
Assessment Methods/Tools - Indicative Examples
Administrative Support for OBE and Continuous Improvement
NBAs SAR Tier I and Tier II
Filling of SAR Reverse Engineering
eNBA Accreditation Process
Evaluation Guidelines
360 degree Feedback
WHAT IS ACCREDITATION
Formal recognition of the quality of

an educational program / Institution
by an external - independent agency
on the basis of impartial assessment
on the basis of well defined criteria
INSTITUTIONAL/PROGRAMME
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)
An autonomous body established by the UGC in 1994
Technical Programmes
A totally independent body
National Board of Accreditation (NBA)
Diploma level to Post Graduate level in Engineering and Technology,
Management, Architecture, Pharmacy, Hospitality and Mass
Communication
SIGNIFICANCE OF ACCREDITATION
At National Level
Students and parents to select the institutions and programs for
admission.
Employers in deciding about the institutions for recruitment of
graduates.
Institutions to avail the benefits from regulatory bodies and funding
agencies institutions.
Institutions in deciding about transfer of students from other
institutions
At International Level
Mobility of students for pursuing higher studies and employment in
other countries
Growing number of institutes , types (univ, deemed, private, autonomous,
programs
g
affiliated )) and p
BENEFITS OF ACCREDITATION
Students get quality education and better employment
opportunity.
Alumni share their experience and participate in curricular
updates in view of emerging technology and tools.
Development of faculty benefits of realization of efforts,
opportunity of attempting more complex problems,
problems career
advancement, consultancy & sponsored R&D
Exchange of views opportunities supplement each other
req irement
requirement.
Employer in industr y / academia/ public services get well
grounded practice engineers with requisite technical and
b h i
behavioral
l skills
kill / graduate
d t attributes.
tt ib t
Institution builds up a Brand.
Continuous improvement
p
towards excellence.
GLOBAL MOBILIT Y UPON ACCREDITATION

Graduation from an accredited program is Educational
Passport for engineers mobility across good number of
g g economies.
advanced nations and emerging
These graduates may get leadership positions and challenging
technology development opportunities.
opportunities
Faculty may also get invitation for lectures, research
g id
guidance,
and
d academic
d
i leadership
l d
hi / administration.
d i i t ti
Industry can hire graduates from accredited institutions for
innovation-intensive projects for higher profits.
HOW GLOBAL MOBILIT Y IS ASSURED ??

Multi-national accords for mutual recognition of accrediting
process and there by recognizing the accreditation.
Washington Accord, 1989
For UG Engineering Degree program
Sydney Accord, 2001

For Engineering Diploma / Polytechnic program
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 Kingdom
g
and United States) in the year 1989.
The purpose is to mutually recognize and accept
The
the qualifications accredited by signatories.
The accord at present has 15 full signatories and
5 provisional signatories.
M
Members
b
off Washington
W hi gt
A
Accord
d follows
f ll
outcome
t
based accreditation.
12
WA contd
All members accept the defined Graduate
Attributes.
Washington Accord is applicable only for UG
Engineering Programmes.
If India wants to reap the benefits of its large
human
u a resource
esou ce a
and
d to beco
become
e knowledge
o edge
society and global supplier of trained HR it
is must to be a full signatory of Washington
Accord - Countries like Australia have a
demand for Engineers.
13
Signatories of WA
Australia Represented by Engineers Australia (1989)
Canada Represented by Engineers Canada (1989)
Chinese Taipei Represented by Institute of Engineering Education Taiwan (2007)
Hong Kong China Represented by the Hong Kong Institute of Engineers (1995)
Ireland Represented by Engineers Ireland (1989)
p Represented
p
by
y Japan
p Accreditation Board for Engineering
g
g Education ((2005))
Japan
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
and
dT
Technology
h l
(1989)
Provisional Members of WA
Bangladesh Board of Accreditation for Engineering and Technical Education
Germanyy German Accreditation Agency
g
y for Study
y Programs
g
in Engineering
g
g and
Informatics
India National
National Board of Accreditation
Pakistan Pakistan Engineering Council

Russia Russian Association for Engineering Education
Sri Lanka Institution
Institution of Engineers Sri Lanka
INTERNATIONAL ACCORDS - ISSUES

MUTUAL
RECOGNITION
International
Agreements
Guiding Principles
Autonomy of Signatory
Transparency to Accreditation System
Free from Government and other influences
Basis - Education Framework
Entry level qualifications
N b off years off th
Number
the program
Recognition of the program by Competent
Accreditation Authority and Reputation of
the Institute
Obstacles
Differences in Education System
Accreditation system
Disciplines
ACCREDITATION MODELS
Minimal Model
Often numeric and law-based
Provides a prescription for a minimal core and very general parameters for
the
h rest off the
h curriculum
i l
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
Relativelyy easyy to maintain
Stifle innovation and creativity in the curriculum
Outcome Model
Focuses on the objectives and outcomes of the program
Requires evidence of measurement and attainment of objectives and
outcomes
Too much data may be collected and analyzed periodically
INPUT-OUTPUT
INPUT
OUTPUT BASED ACCREDITATION
financial resources
lab equipment
Infrastructure facilities
faculties
Program
me
Number of students
graduating
quantitative grades of
students
success rate of
students
Number of quality of
students
Measureable Input
Measurable Outputs
SHIFT
Input-output:
from
Input- output
based
Assessment
Outcomes:
to
Outcomebased
Assessment
Inputp
outout based Assessment
Infrastructure, Students, Teachers, Support
staff, Management, Curriculum, Calendar.
Pass %, Number of publications, placement etc.,
Outcome based Assessment

Outcome-based
What knowledge, skill and behavior a graduate is
expected to attain upon just completion of a
program and after 4-5
4 5 years of graduation
Observable and Measurable abilities / outcomes.
Graduate Attributes(GA) defined by NBA
This necessitates mapping of outcomes with
GA, Objectives, Mission and vision
OUTCOME BASED EDUCATION

AN OVERVIEW
clearpicture
l
i t
ofwhatis
important for students to be abletodo
importantforstudentstobe
able to do
Startingwitha
Thenorganizingthecurriculum,
Then
organizing the curriculum,
delivaryandassessment tomake
sure learning happens
surelearninghappens
Outcome Based Education
OBE
(Education)
OBC
What the student

should be able to
(Curriculum)
do?
do
?
Makingthestudent
toachievethe
(Learning & Teaching)
outcomes
Attributes
Howtomeasurewhat
(Assessment)
th t d t h
thestudenthas
achieved?
OBLT
OBA
COURSE, DEGREE, PROGRAMME

Course
Course is a unit of teaching, which encompasses various
topics, that typically lasts one semester, is led by one or more
faculty and has a fixed registered students.
Programme
Cohesive arrangement of courses,
courses co-curricular
co curricular and extraextra
curricular activities to accomplish predetermined objectives
leading to the awarding of a degree.
Degree
D g
Academic award conferred upon a student on successful
completion of a program designed to achieve the defined
attributes
tt ib t
KEY CONSTITUENTS OF OUTCOME BASED

EDUCATION
Vision
d
e
s
i
g
n
Mission
Graduate
Att ib t
Attributes
23
VISION AND MISSION

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
Mission: offer a well-balanced programme of instruction,
instruction
practical experience, and opportunities for
overall
personality development.
24
PROGRAM EDUCATIONAL OBJECTIVES

(PEOS)
Program educational objectives are broad statements that
describe
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 specific to the program and not too broad
PEOs should be based on the needs of the
constituencies
25
II-B (2)
HOW TO EVOLVE PROGRAM

EDUCATIONAL OBJECTIVES
A)
Consultation
C
lt ti
- Industr y
- Alumni
- Students
St d t
- Management
- P
Professional
f
i
l Bodies
B di
- Faculty
- Parents
- Data
D t on ffuture
t
- Data on trends in
development in the profession
B)
- Summar y of views during consultation
C)
- Accepted views - objectives
D)
- Identification and designing of courses with defined
objectives.
Elective and core courses.
E)
- Courses to achieve objectives
26
GRADUATE ATTRIBUTES FOR UG

ENGINEERING PROGRAMME
Engineering knowledge
Problem analysis
Design & Development of Solutions
Investigation of Complex Problem
Modern tool usage
Engineer and society
Environment& sustainability
Ethics
Individual & team work
Communication
Lif l g llearning
Lifelong
i g
Project management & finance
27
THE GRADUATE ATTRIBUTES

FOR UG ENGINEERING
Engineering Knowledge: Apply knowledge of mathematics,
science, engineering fundamentals and an engineering
specialization
p
to the solution of complex
p
engineering
g
g
problems.
Problem Analysis: Identify, formulate, research literature
and analyze complex engineering problems reaching
substantiated
conclusions
using
first
principles
of
mathematics, natural sciences and engineering sciences.
28
. . .
GRADUATE ATTRIBUTES
Design/ Development of Solutions: Design solutions for

complex
engineering
problems
and
design
system
components or processes that meet specified needs with
appropriate consideration for public health and safety,
cultural, societal and environmental considerations.
Conduct investigations of complex problems using research
researchbased knowledge and research methods including design of
experiments, analysis and interpretation of data and
synthesis of information to provide valid conclusions.
conclusions
Modern Tool Usage: Create, select and apply appropriate
techniques, resources and modern engineering and IT tools
including prediction and modelling to complex engineering
activities with an understanding of the limitations.
29
. . .
GRADUATE ATTRIBUTES
The Engineer and Society: Apply reasoning informed by

contextual knowledge to assess societal, health, safety, legal
and cultural issues and the consequent responsibilities relevant
to professional engineering practice.
Environment and Sustainability: Understand the impact of
professional
engineering
solutions
in
societal
and
environmental contexts and demonstrate knowledge of and
need for sustainable development.
Ethics: Apply ethical principles and commit to professional
ethics and responsibilities and norms of engineering practice.
Individual and Team Work: Function ef fectivelyy as an individual,
and as a member or leader in diverse teams and in multi
disciplinar y settings.
30
. . .
GRADUATE ATTRIBUTES
Communication: Communicate effectively on complex

engineering activities with the engineering com- munity
and with society at large, such as being able to
comprehend and write effective reports and design
documentation make effective presentations and give
documentation,
and receive clear instructions.
Life-long Learning: Recognize the need for and have the
preparation and ability to engage in independent and
lifelong learning in the broadest context of
technological change.
Project Management and Finance: Demonstrate
k
knowledge
l d
and
d understanding
d
t di
off engineering
i
i
and
d
management principles and apply these to ones own
work, as a member and leader in a team, to manage
projects and in multidisciplinary environments.
31
PROGRAM OUTCOMES (POS)

P
Program
g
outcomes
t
are narrower statements
t t
t th
thatt d
describe
ib what
h t
students are expected to know and be able to do by the time of
graduation.
Guidelines for the POs

Program outcomes basically describe knowledge, skills and
behavior of students as theyy progress
p g
through
g the program
p g
as well
as 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
COURSE OUTCOMES (COS)

1. Student-focused, not professor-focused
That means: learning not coverage-oriented
2. Alignment between course, program, and institutional levels
Course outcomes need to reflect both the objectives and coutcomes that the academic
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 endure
Teaching students new modes of thinking is likely to have an impact on their future;
having them memorize facts tends to be much more short
short-lived
lived
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
PUBLISHING AND DISSEMINATING VISION

AND MISSION, PEOS, POS, COS
Awareness to all the stakeholders on the defined Vision and
mission, PEOs, POs, COs
Publishing in websites,
websites curricula books,
books display boards etc.,
etc
Awareness workshops to students and faculty periodically
Prepare stakeholders to reinforce with the activities vis--vis

achievement of Vision and mission, PEOs, POs, COs
OUTCOME BASED ACCREDITATION
Assessing the quality of the outcome based

education (OBE) programme by an external
agency against well defined outcome based
parameters/criteria
ACCREDITATION CRITERIA
1. Vision, Mission and Program Educational Objectives
2. Programme Outcomes
3. Programme Curriculum
4. Students Per formance in the Programme
5. Faculty Contributions
6 Facilities and Technical Suppor t
6.
7. Academic Suppor t Units and Teaching-Learning Process
8. Governance, Institutional Suppor t and Financial Resources
9. Continuous Improvement
PROGRAM SPECIFIC CRITERIA

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 the
areas of curricular topics and faculty qualifications/exper tise.
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 to
analyze software, and systems containing hardware and software components.
p
of engineering,
g
g, basic science,, and mathematics
ME must include Principles
(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
CORRELATION : PEOS
PEOS, POS AND COS
COs
GA
GAs
POs
Mission
PEOs
38
CONSISTENCY BETWEEN PEOS AND

MISSION
EX: to impart quality education for the holistic development of
undergraduate and graduate students with social
responsibility and technically competent
Key Components of Mission statements
PEOs
PEO1
Socially responsible
T h i l career
Technical
.
Explain with reason the above correlation
PEO2
PEO3
ALIGNMENT OF DEFINED POS WITH

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

a
(i) Program outcome ()

(ii) Program outcome ()
.
Explain
p
with reason the above correlation
40
PEO ALIGNMENT WITH POS
Program Educational Objectives
Program Outcomes
i
ii
iii
iv v
vi
vii
viii
ix
..
(1) PEO (())

.
Explain with reason the above correlation
41
..
..
Mapping COs with POs

Contribution of courses to program
o tcomes
outcomes
Type
Units
Course No. & Title
LAB
CHEM30AL General
Chemistry Laboratory
II
LEC
EE1 El
Electrical
ti l
Engineering Physics I
LEC
EE2 Physics for

Electrical Engineers
OTH
EE3 Introduction to
Electrical Engineering
DES
S
Program outcomes
EE115D
5 Design
es g S
Studies
ud es in
Electronic Circuits
OTH
EE19 Fiat Lux

Freshman Seminar
OTH
EE99 Student
Research Program
LEC
EE100 Electrical and

Electronic Circuits
Strong Contribution
Week Contribution
No Contribution
42
PROGRAM CURRICULUM COMPONENTS

Course Component
Curriculum Content
(% of total number
of credits of the
program )
Total
number of
contact
hours
Total
Number of
credits
POs
PEOs
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
Balance between theory ad practice
Course
Code
..
Course
Title
Total Number of contact hours

Lect
ure
(L)
Tutorial
Practical#
(T)
(P)
Credits
Total Hours
..
Total
Laboratory work and Project work should contribute towards outcomes

Delivery method and assessment of the course is very key
Project Name
Type
Achivement
PO
Project (.)
Design
Published
PO 3
P j t (.)
Project
( )
A li ti / lti di i li
Application/multi-disciplinary
P t t
Prototype
PO2
..
..
44
PROGRAM CURRICULUM
CONTRIBUTIONS OF PROFESSIONAL
CORE
How the core courses are contributing to PEOS and POs
Any courses specific to meet any of the PEOS and POs
Course content contribution to meet the POs
Draft the content/syllabus in tune
Design experience and engineering problem solving skills are very

important
45
ASSESSMENT METHODS AND TOOLS

Direct Assessment Method: using measurable per formance
f
indicators of students
Exams
Assignments
Projects
Tutorials
Labs
Presentations
Indirect Assessment Method: Ascer taining opinion or self

self-repor
repor ts
Rubrics
Alumini survey
Employer survey
Course-end survey, etc.,.
46
RUBRIC
Rubrics is set of performance indicators which define and
describe the important component of the work being
completed
p
Information to/about individual student competence
(Analytic)
Communicate
C
i t expectations
t ti
Diagnosis for purpose of improvement and feedback
Overall examination of the status of the performance of a
group of students? (Holistic)
47
GENERIC OR TASK SPECIFIC ?

Generic
General rubric that can be used across similar performance
(used across all communication task or problem solving
tasks)
Big picture approach
Element of subjectivity
Task specific
Can only be used for a single task
Focused approach
Less subjective
48
Sample Program Outcome: Student can Work Effectively in Teams

Unsatisfactory
Developing
1
2
Research &
Does not collect
Collects very
gather
any information
limited
information
relating to the topic information;
some relate to
the
h topic
i
Fulfill teams Does not perform Performs very
roles & duties any duties assigned little duties
to the team role
Shares work
equally
Always relies on
others to do the
work
Listen to other Is always talking;

Team mates
never allows
anyone else to
speak
Satisfactory
3
Collects some
basic
information;
most refer to the
topic
i
Performs nearly
all duties
Exemplary
Score
4
Collects a great
deal of
information; all
refer to the topic
Performs all
duties of
assigned team
roles
Rarely does the Usually does
Always does the
assigned work; the assigned
assigned work
often needs
work; rarely
without having
reminding
needs reminding to be reminded.
Usually does
Listens, but
most of the
sometimes talk
talking; rarely too much
allows others to
speak
Listens and
speaks a fair
amount
49
When to Assess
Program Educational Objectives(PEOs)
Few years after

G d ti 4 to
Graduation
t 5 years
Program Outcomes (POs)
Upon
U
graduation
Course Outcomes ((COs))
Upon
course completion
PEO ASSESSMENT TOOLS

The data may be collected progressively
Survey questions should elicit the required information
Not to confirm the objective
Ex.
E PEO
PEO: producing
d i the
th graduates
d t with
ith leadership
l d hi qualities
liti
Employer survey
Q1: At which level/position our graduates (year) are working in
your organization
i ti
Assessment Tool (frequency)

E l
Employer
satisfaction
ti f ti survey (Y
(Yearly)
l )
Alumni survey (Yearly).
Placement records, higher education records
51
CO ASSESSMENT TOOLS FOR EACH COURSE

Assessment Tool
End-of-course surveys
Student comments
Rubrics
Internal Assessment and home assignment
Semester end performance reports
Course p
performance history
yp
plots
52
PO ASSESSMENT TOOLS FOR ALL COURSES

A
Assessment
T
Tooll
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
Summary of assessment methods/tools

PEOs
Assessment Tool
Assessment frequency
Assessed by
Reviewed by
Employer survey
Every year
Institute
Institute/Department
Alumni survey
Once or twice a
Department
Institute
Assignments
two months
Faculty
Faculty
Examinations
Semester end
Faculty
Faculty/Department
End-of-course survey
Every six months
Faculty
Faculty/Department
Every year
Institute
Department
Any other
Every six months
Department
Assignments
two months
Faculty
Faculty
Examinations
Semester end
Faculty
Faculty/Department
P j t
Projects
E
Every
six
i
F
Faculty
lt
F
Faculty/Department
lt /D
t
t
Any other
POs
Rubrics specific to PO/POs

Employer survey
Faculty survey
COs
Group tasks
54
Assessment of the attainment of PEOs
1. PEO (..)
2. PEO (..)
Assessment tool
Specific query/Problem
Goal (%)
Evaluation(%)
Industrial Survey
Query ((....))
80%
85%
Alumni Survey
Query(.)
..
Alumni survey
Query ((.))
..
Industrial Survey
Query (....)
80%
85%
Alumni Survey
Query(.)
..
..
55
Assessment of the attainment of COs

1. CO ((..))
2 CO ((..))
2.
Assessment tool
Specific query/Problem
Goal$ (%)
Evaluation(%)
End
de
examination
a
at o
Problem
ob e ((....))
80%
85%
Rubric
Query(.)
..
Alumni survey
Query (.)
(
)
..
Assignment
Problem
80%
85%
Industry Survey
Query(.)
..
..
((....))
56
ASSESSMENT OF THE ATTAINMENT OF

POS
POs attainment through each Course
Contribution of courses to program
outcomes
Type
Units
Course No. & Title
LAB
CHEM30AL General
Chemistry Laboratory II
LEC
EE1 Electrical Engineering

Physics I
Program outcomes
a
POs attainment through all the courses and activities
58
ADMINISTRATIVE SUPPORT FOR OBE

Quality Assurance cell
OBE assessment and evaluation at institutional level
Program
g
wise assessment semester/year
/y
Continuous improvement initiatives
Industrial/alumni advisory body
Review of the attainment of PEO
PEO,PO
PO and suggest
improvements
Program coordinator
Interacting with course coordinators towards attainment of POs
and review/update the changes required for curriculum
contents
Course coordinator
Assess the attainment of COs and review/update the course
delivery and assessment methods
AccreditationunderTIERI
More appropriate for autonomous institutions and
universities
minimum of 750 points in aggregate out of 1000 points ,
minimum
i i
score off 60% in
i each
h criteria
it i - accreditation
dit ti ffor
5 years under TIER-I system.
minimum of 600 points in aggregate (without any
stipulation), - prospective candidate for accreditation
under TIER-I.
AccreditationunderTIER II
More appropriate for non
i tit ti
institutions/affiliated
/ ffili t d institutions
i tit ti
autonomous
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.
y
minimum 600 points and 60% score in
mandatory fields (criterion 1 and criteria 4 to 8 )
accreditation for two years.
Autonomous Institution/
University Tier I
Non-autonomous
Institution Tier II
DOsandDONTsforpreparingtheSAR
DOs:
TheSARmust
be concise, p
pointed, and adequate
q
in length
g and breadth for the
purpose of accreditation.
provide relevant information as per the format specified for the
individual programme.
be printed on one side of paper with double spacing, using font
12 Times
Ti
N
New
R
Roman,
with
ith att least
l t one inch
i h (2.54
(2 54 cm)) margin
i
on all sides.
contain carefully compiled and authentic data.
data
proper presentation of data in appendices with charts, graphics,
and visuals wherever applicable.
applicable
provide relevant data for the past three years, unless specified
p
programme
p
g
manual.
otherwise in the respective
DOsandDON TsforpreparingtheSAR
DOsandDONTsforpreparingtheSAR
DONTs:
DontsendthefollowingobjectswiththeSAR:
Original documents
documents.
Publications such as books, journals, newsletters,
thesis, etc.
Self Assessment Report (SAR)

(
)
UG Tier I
PARTA
I. InstitutionalInformation
I. 1.
Nameandaddressoftheinstitutionandaffiliating
university:
(Instruction: The name, address of the institution, and the
name of
the university, which has given affiliation to
this institution,
institution are to be listed here.)
here )
I. 2.
Name,designation,telephonenumber,andemail
address
ofthe
contactpersonfortheNBA:
(Instruction: The name of the contact person with other
(Instruction:Thenameofthecontactperson,withother
details,hastobelistedhere.)
10-December-13
65
I.3.
Cont..
History of the institution (includingthedateofintroduction

and numberofseatsofvariousprogrammesofstudy
alongwiththe
l
h h NBAaccreditation,ifany)in
A
d
f
) a tabular
b l fform
Year
.............
............. (date)
.............
Description
Institution started with the following programmes
(intake strength)
NBA AICTE accreditation visits and accreditation
NBA-AICTE
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
listed here.)
here )
10-December-13
66
Cont..
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:
Organisational
g
chart showingg the hierarchy
y of academics and
administration is to be included
I 7 Fi
I.7
Financial
i l status:
t t Govt.
G t (central/state)
( t l/ t t ) / grantsinaid
t i id / notfor
tf
profit / private selffinancing / other:
((Instruction: Financial status of the institute has to be
mentioned here.)
10-December-13
67
Cont..
I .8 Nature of the trust/society:

Also list other institutions/colleges run by the trust/society
(I t ti
(Instruction:
Way
W off functioning
f
ti i and
d activities
ti iti off th
the
trust/society have to be listed here.)
Name of the
Institution
Year of Establishment
I .9 External sources of funds

Name of the
CFY
external source
CFYm1
CFYm2
Location
CFYm3
(Instruction: The different sources of the external funds over the

last three financial years are to be listed here.)
10-December-13
68
I .10
0
Cont..
Internally
te a y acqu
acquired
ed fu
funds:
ds
Nameofthe
internalsource
CFY
CFYm1
CFYm2
CFYm3
Students fee
Students
(Instruction: The different sources of the internal

funds over the last three financial years are to be listed
here.)
10-December-13
69
Cont..
I. 11
Scholarships or any other financial assistance

provided to students?
(I t ti
(Instruction:
If any scholarship
h l hi or financial
fi
i l assistance
i t
is provided to the students then the details of such
assistance over the last three financial years has to be
listed here. Also mention needs to be made of the
basis for the award of such scholarship)
p)
Details
FY CFYm1 CFYm2 CFYm3
Category
Scholarship Assistance
Amount
10-December-13
70
Cont..
I. 12
Basis/criterionforadmissiontotheinstitution:
All India entrance / state-level entrance /university
entrance / 12th standard mark sheet / others:
(Instruction: The basis/criterion for student intake has to
be listed here.)
I. 13 Total number of engineering students
CAYCAYm1
CAYm2
CAYm3
Total no. of boys:

Total no. of girls:
Total no. of students:
Total number of other students,
students if any
(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
post graduate engineering,
engineering or other programme,
programme if applicable.)
applicable )
10-December-13
71
Cont..
I. 14 Totalnumberofemployees
(Instruction: Total number of employees,
employees both
men and
women, has to be listed here. The
data may be
categorised in a tabular form as
t hi and
teaching
d
supporting
ti
staff.)
t ff )
10-December-13
72
Cont..
Minimum and maximum number of staff on roll in the

engineering institution, during the CAY and the previous CAYs
(1 t July
(1st
J l to
t 30th June):
J
)
A.RegularStaff
CAY
Items
CAYm1
Min Max Min
Teaching staff in
engineering
Teaching staff in
science &
humanities
Non teaching staff

Non-teaching
Max
CAYm2
Min
CAYm3
Max Min Max
F
F
(
(Instruction:
Staff strength,
g both teachingg and non-teaching,
g over the
last three academic years has10-December-13
to be listed here.)
73
Cont..
A.RegularStaff
CAY
Items
Min Max
Teaching
T
h
staff in
eengineering
g ee g
Teaching
staff in
science &
humanities
NonN
teaching
staff
CAYm1
Min
CAYm2
Max Min Max
CAYm3
Min
Max
F
10-December-13
74
II. DepartmentalInformation
II.1.
II
1 N
Name and
d address
dd
off the
th department:
d
t
t
II.2. Name, designation, telephone number, and e-mail
address of the contact person for the NBA:
II.3. History of the department including date of
introduction and number of seats of various
programmes of study along with the NBA accreditation
,if any:
Program
Description
UG in..............
Started with.................seats in............. Intake

i
increased
d to.............in.............
t
i
Intake
I t k iincreased
d
to.............in.............
UG in..............
......................................
......................................
MCA..............
PG in..............
10-December-13
75
Cont.
II.4. Mission and Vision of the Department

(The department is required to specify its Mission and
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
different programmes
being run in the department
which share the human resources and
facilities with
this department/programme
p
/p g
beingg accredited.))
II.6. Total number of students:
UG:
10-December-13
76
Cont.
II.7. Mission and Vision of the Department

( h department
(The
d
is required
d to specify
f its Mission and
d
Vision)
Items
CAY
CAYm1
CAYm2
CAYm3
Min. Max. Min. Min. Max. Max. Min. Max.
Teaching staff
in the
department
Non-teaching
staff
t ff
Total
10-December-13
77
Cont.
II.7.1. Summary of budget for the CFY and the actual expenditure
incurred in the CFYm1, CFYm2 and CFYm3 (for the
Department):
)
Items
Budg
eted
in
CFY
Actual
expenses
in CFY (till
)
Budgeted
in CFYm1
Actual
Expens
es in
CFYm1
Budge
ted in
CFYm
2
Actual
Expens
es in
CFYm2
Budget
ed in
CFYm3
Actual
Expens
es in
CFYm3
Laboratory equipment
Software purchase
Laboratory
consumables
Maintenance and
spares
Travel
Miscellaneous
ll
expenses for academic
activities
Total
10-December-13
78
Cont.
III.1. Name of the Programme

UG in
i ______________
(List name of the programme, as it appears on the graduates
certificate
tifi t and
d transcript,
t
i t and
d abbreviation
bb i ti
used
d for
f
th
the
programme.)
III.2. Title of the Degree

(List name of the degree title, as it appears on the graduates
certificate and transcript, and abbreviation used for the
degree.)
III. 3. Name, designation, telephone number, and e-mail address

g
coordinator for the NBA:
of the Programme
10-December-13
79
Cont.
III.4. History of the programme along with the NBA

accreditation, if any:
Program
UG in..............
Description
Started with .................seats in .............
Intake increased to ............. in .............
Intake increased to ............. in .............
Accredited in .
III.5. Deficiencies, weaknesses/concerns

accreditations:
from
previous
III.6. Total number of students in the programme:

10-December-13
80
Cont.
III.7. Minimum and maximum number of staff for the

current and three previous academic years (1st July to
30th June) in the programme:
Items
CAY
CAYm1
CAYm2
CAYm3
Min Max.
Min.
Max Min.
Min Min.
Min Max.
Max Max.
Max Min.
Min Max.
Max
Teaching
staff with the
program
Nonteaching
staff
10-December-13
81
III.ProgrammeSpecificinformation
Cont.
III.8. Summary of budget for the CFY and the actual expenditure
incurred in the CFYm1, CFYm2 and CFYm3 (exclusively for
this programme in the department):
Actuaal Expenses
in CFYm3
Budgeted in
CFYm3
C
Actuaal Expenses
in CFYm2
Budgeted in
CFYm2
C
Actuaal Expenses
in CFYm1
Budgeted in
CFYm1
C
Actuaal expensees
in CFY (till )
Budgeeted in CF
FY
Items
Laboratory equipment
Software purchase
Laboratory consumables
Maintenance
e ce andd spares
sp es
Travel
Miscellaneous expenses
p
for
academic activities
Total
10-December-13
82
PARTB
1. Vision,MissionandProgramme
EducationalObjectives(100)
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
stakeholders)
10-December-13
83
1. Vision,MissionandProgrammeEducational
Objectives(100)
C t
Cont
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

of the department from the vision and mission of the institute.)
institute )
1.2. Programme
g
Educational Objectives
j
((15))
1.2.1 Describe the Programme Educational Objectives
(PEOs) (2)
(Listandarticulatetheprogrammeeducationalobjectives ofthe
programmeunderaccreditation)
1.2.2.
StatehowandwherethePEOsarepublishedand
State
how and where the PEOs are published and
disseminated(2)
(Describeinwhichmedia(e.g.websites,curriculabooks)thePEOsare
publishedandhowthesearedisseminatedamongstakeholders)
10-December-13
84
Objectives(100)
Cont
1.2.3 .List the stakeholders of the programme (1)
(List stakeholders of the programme under consideration for
accreditation and articulate their relevance)
1 2 4 State the process for establishing the PEOs (5)

1.2.4.
(Describetheprocessthatperiodicallydocumentsanddemonstrates
thatthePEOsarebasedontheneedsoftheprogrammesvarious
f
p g
stakeholders.)
1 2 5 Establish consistency of the PEOs with the Mission (5)

1.2.5.
(Describe how the Programme Educational Objectives are
consistent with the Mission of the department.)
10-December-13
85
Obj i (100)
Objectives(100)
Cont
1 3 Attainment of Programme Educational Objectives (30)
1.3.
1.3.1.
J
Justify
y the contributions of the Programme
g
Curriculum towards attainment of the PEOs
(15)
(Describe
contribute
Educational
1.3.2.
in
working
g
the broad curricular components that

towards the attainment of the Programme
Objectives)
j
)
Explain how administrative system helps

ensuring the attainment of the PEOs (15)
(Describe the committees and their functions,
process and related regulations.)
p
g
)
10-December-13
86
Obj i (100)
Objectives(100)
Cont
14 A
1.4.
Assessment off the
h
attainment
i
Educational Objectives (40)
off
P
Programme
1.4.1. Indicate tools and processes used in

assessment of the attainment of the PEOs (10)
Describe the assessment process that periodically documents and
demonstrates the degree to which the Programme Educational
Objectives are attained. Also include information on:
a)) A listing
li ti and
d description
d
i ti off the
th assessmentt processes used
d to
t gather
th
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;
b) The frequency with which
these assessment processes are carried out
10-December-13
87
Objectives(100)
Cont
1.4.2. Give evidences for the attainment of the PEOs (30)

( )
a)Theexpectedlevelofattainmentforeachoftheprogram
educationalobjectives;
d ti
l bj ti
b)Summariesoftheresultsoftheevaluationprocessesandan
)
f
f
p
analysisillustratingtheextenttowhicheachofthe
programme educationalobjectivesisbeingattained;and
c)Howtheresultsaredocumentedandmaintained.
10-December-13
88
,
g
Objectives(100)
Cont
1.5. Indicate how results of the assessment of achievement

of the PEOs have been used for redefining the PEOs (10)
((Articulate
l
with
h rationale
l how
h the
h results
l off the
h evaluation
l
off PEOs have
h
been used to review/redefine the PEOs)
10-December-13
89
2. ProgrammeOutcomes(225)
g
(
)
2.1. Definition and Validation of Course Outcomes and
Programme Outcomes (30)
2 1 1 List
2.1.1.
Li the
h Course
C
O
Outcomes(COs)
(CO ) and
d Programme
P
Outcomes (POs) (2)
(List the course outcomes of the courses in programme
curriculum
and programme outcomes of the programme under accreditation)
2 1 2 State
2.1.2.
St t how
h
and
d where
h
th POs
the
PO are published
bli h d and
d
disseminated (3)
(Describe in which media (e.g.
(e g websites,
websites curricula books) the POs are
published and how these are disseminated among stakeholders)
10-December-13
90
g
(
)
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
prescribed by the NBA.)
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
Graduate Attributes of NBA as articulated in accreditation manual.)
2.1.5. Establish the correlation between the POs and the PEOs
(10)
(Explain how the defined POs of the program correlate with the PEOs)
10-December-13
91
g
(
)
Cont
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
indicated)
2.2.2.Explain how modes of delivery of courses help in

attainment of the POs (10)
(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 the
effectiveness of these methods for the attainment of the POs. This may be
ffurther jjustified
f
using
g the indirect assessment methods such as course
end surveys.)
10-December-13
92
g
(
)
Cont
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
(10)
(Describedifferenttypesofcourseassessmentandevaluationmethods
(
(bothdirectandindirect)inpracticeandtheirrelevancetowardsthe
) p
attainmentofPOs.)
2.2.4.
2
2 4 Indicate the extent to which the laboratory and project
course work are contributing towards attainment of the
POs (10)
( )
(Justifythebalancebetweentheoryandpracticalfortheattainmentof
thePOs.Justifyhowthevariousprojectworks(asampleof20%best
and average projects from total projects) carried as part of the
andaverageprojectsfromtotalprojects)carriedaspartofthe
10-December-13
programmecurriculumcontributetowardstheattainmentofthePOs.)
93
Cont
2.3. Assessment of the attainment of the Programme

O t
Outcomes
(125)
2.3.1.Describe assessment tools and processes used for
assessing the attainment of each PO (25)
Describe the assessment process that periodically documents and
demonstrates the degree to which the Programme Outcomes are
attained Also include information on:
attained.
a) A listing and description of the assessment processes used to gather the
data upon which the evaluation of each the programme
educational
objective
bj i is
i based.
b d Examples
E
l off data
d
collection
ll i
processes may include,
i l d
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 advisory
committee;
b)) The frequency
q
y with which these assessment p
processes are carried out.
10-December-13
94
g
(
)
Cont
2.3.1. Describe assessment tools and processes used for

assessing the attainment of each PO (25)
Describe the assessment p
process that p
periodically
y 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
objective is based.
based Examples of data collection processes may include,
include
but are not limited to, specific exam questions, student portfolios,
internally developed assessment exams, senior project presentations,
nationally-normed
ti
ll
d exams, orall exams, focus
f
groups, industrial
i d t i l advisory
d i
committee;
b) The frequency with which these assessment processes are carried out.
10-December-13
95
g
(
)
Cont
2.3.2. Indicate results of assessment of each PO ((100))

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

outcomes;
d)
Summaries of the results of the evaluation processes and

an analysis illustrating the extent to which each of the
programme
p
g
outcomes are attained; and
e)
How the results are documented and maintained.
2.4.
Use of assessment results towards improvement of the

programme (30)
10-December-13
96
g
(
)
Cont
2.4. Indicate results of assessment of each PO ((100))

2.4.1.Indicate how results of assessment used for curricular
improvements
p
((5))
(Articulatewithrationalethecurricularimprovementsbroughtinafter
thereviewoftheattainmentofthePOs)
2.4.2.
2
4 2 Indicate
I di
how
h
results
l off assessment used
d for
f improvement
i
of course delivery and assessment (10)
(Articulatewithrationalethecurriculardeliveryandassessment
(Articulate
with rationale the curricular delivery and assessment
improvementsbroughtinafterthereviewoftheattainmentofthePOs)
2.4.3.State the p
process used for revising/redefining
g/
g the POs ((15))
(Articulate 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.)
10-December-13
97
3. ProgrammeCurriculum(125)
3.1. Curriculum (20)
3.1.1.
Course
Code
..
Describe the Structure of the Curriculum (5)

Total Number of contact hours
Credits
Course
#
Title Lecture Tutorial Practical Total
(L)
(P)
Hours
(T)
..
Total
#Seminars,
project works may be considered as practical

10-December-13
98
Cont
3 1 2 Give the Prerequisite flow chart of courses (5)

3.1.2.
(Draw the schematic of the prerequisites of the courses in the
curriculum))
3.1.3. Justify how the programme curriculum satisfies the

program specific
ifi criteria
it i (10)
(Justify how the programme curriculum satisfies the program
specific
p
criteria specified
p
by
y the American p
professional societies
relevant to the programme under accreditation)
10-December-13
99
Cont
3.2. State the components of the curriculum and their

relevance to the POs and the PEOs (15)
Programme curriculum grouping based on different
Course
Component
Mathematics
Science
Computing
Humanities
P f i
Professional
l
core
.
..
Curriculum
Total number
Content
off contact
t t
(% of total
hours
number of
credits of the
programme )
Total
POs
Number
of credits
components
PEOs
10-December-13
100
Cont
3.3. State core engineering subjects and their relevance to

Programme Outcomes including design experience
(60) (Describe
(D
ib how
h
th core engineering
the
i
i
subjects
bj t in
i the
th
curriculum
are giving the learning experience with
complex engineering
problems)
the
3.4. Industry interaction/internship (10)

(Give the details of industry involvement in the programme such
as industryattached laboratories and partial delivery of courses
and internship opportunities for
students)
3 5 Curriculum Development (15)

3.5.
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
sidering the PEOs and the POs)
10-December-13
101
Cont
3.5.2. Illustrate the measures and processes used to

improve courses and curriculum (10)
(Articulate the process involved in identifying the requirements for
improvements in courses and curriculum and provide the evidence
off continuous improvement
p
off courses and curriculum))
3.6. Course Syllabi (5)

(
(Include,
, in appendix,
pp
, a syllabus
y
ffor each course used. Syllabi
y
format should be consistent and shouldnt 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.,.)
Course Assessment methods(both continuous and semester-end
semester end
assessment)
Course outcomes
Topics covered
Text books, and/or reference material
10-December-13
102
4 Students
4.
StudentsPerformance(75)
Performance(75)
Admission intake in the programme
Item
CAY CAY
m1
CAY
m2
CA
Y
m3
Sanctioned intake strength in the

programme (N)
Total number of admitted students in first
year minus number of students migrated to
other programmes at the end of 1st year
(N1)
Number of admitted students in 2nd year in
th same b
the
batch
t h via
i llateral
t l entry
t (N2)
Total number of admitted students in the
programme
(N1 + N2)
10-December-13
103
4. StudentsPerformance(75)
Cont
Success Rate (20)

Provide data ffor the p
past seven batches off students
Year of entry (in
reverse
chronological
order
Number of Students
admitted in 1st year
+ admitted via
lateral entry in 2nd
1st
year (N1 + N2)
year
Number of students who

have successfully
completed*
2nd
year
3rd
year
4th year
CAY
CAYm1
CAYm2
CAYm3
CAYm4 (LYG)
(
)
CAYm5
(LYGm1)
CAYm6
*successfully completed implies
10-December-13
(LYGm2)
zero backlogs
104
Cont
Success rate = 20 mean of success index (SI) for past three

batches
S
SI
=
(
(Number
b
off students
d
who
h graduated
d
d from
f
the
h
programme in the stipulated period of course duration)
/(Number of students admitted in the first year of that
batch and admitted in 2nd year via lateral entry)
Item
LYG
(CAYm4)
LYGm1
(CAYm5)
LYGm2
(CAYm6)
Number of students admitted in the

p
g
corresponding
First Year + admitted via lateral
entry in 2nd year
Number of students who have
graduated in the stipulated period
Success index (SI)
Average SI = ..................................................................
10-December-13
Success rate = 20 Average
SI = ..................................
105
Cont
Academic Performance (20)

API =
Or
Academic performance index
= Mean of cumulative grade point average (CGPA)

of all successful s tudents on a 10-point CGPA
system
= (Mean of the percentage of marks of all
successful students)/10
Assessment = 2 API
Average Assessment for three Years
10-December-13
106
Cont
4.2.1. Placement and Higher Studies (20)

AssessmentPoints=20 (x+1.25y)/N
where, x
Number of students placed

y
Number of students
g
admitted for higher
studies with valid qualifying scores/ranks,
and
N
=
Total number of
students who were admitted
in the batch10-December-13
including lateral entry subject to
107
maximum
Item
Cont
LYG
LYG
m1
LYG
m2
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 opted
p
for higher
g
studies
with valid qualifying scores/ranks (y)
Assessment points
Average assessment points 10-December-13
=
108
Cont
ProfessionalActivities(15)
4.3.1. Professional societies / chapters and
organising engineering events (3)
(Instruction:Theinstitutionmayprovidedataforpastthree
(Instruction
The institution may provide data for past three
years).
4 3 2 Organisation of paper contests,

4.3.2.
contests design contests,
contests etc.
etc
and achievements (3)
((Instruction:Theinstitutionmayprovidedataforpastthree
yp
f p
years).
4 3 3 Publication of technical magazines,

4.3.3.
magazines newsletters,
newsletters etc
etc.
(3)
(
(Instruction:Theinstitutionmaylistthepublicationsmentioned
y
p
earlieralongwiththenamesoftheeditors,publishers,etc.)
10-December-13
109
Cont
ProfessionalActivities(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
t students
to
t d t in
i the
th events/conferences
t/ f
organised
i d by
b
other institutes. A tabulated list of all other student
publications may be included in the appendix.)
appendix )
10-December-13
110
5. FacultyContributions(175)
ListofFacultyMembers:ExclusivelyfortheProgramme
st o acu ty e be s
c us ve y o t e og a
e
/SharedwithotherProgrammes
Name of
Qualification,
the
university, and year
faculty
of graduation
member
Designation and
date of joining
the institution
Distribution of
teaching load (%)
1st Year
UG
PG
Number of
research
publications in
journals and
conferences
since joining
IPRs
R&D and Holdin Interact

consultanc g an
ion
y work incubat with
with
ion
outside
amount
unit
world
10-December-13
111
Cont
5.1
StudentTeacherRatio(STR)(20)
STR is desired to be 15 or superior
Assessment =
20 15/STR; subject to
maximum
assessment of 20
STR = (x + y + z)/N1
where, x
= Number of students in 2nd year of
the
th
programme
y
= Number of students in 3rd year of
the
programme
z
= Number of students in 4th year of
the
programme
N1
= Total number of faculty members in
the programme (by considering
f ti
fractional
l lload)
d)
10-December-13
112
Year
x+y+z
Cont
N1 STR Assessment
((max. = 20))
CAYm2
CAYm1
CAY
Average assessment
10-December-13
113
y
(
)
Cont
For Item nos. 5. 2 to 5. 8, the denominator term (N) is

computed
d as follows:
f ll
N
=
Maximum {N1, N2}
N1
=
Total number of faculty members in the
programme
(considering
the
fractional load))
N2
=
Number of faculty positions needed for
studentteacher ratio of 15.
Year
N1
N2 N = Max. ((N1,, N2))
CAYm2
CAYm1
CAY
10-December-13
114
5.2.
Cont
Faculty Cadre Ratio (20)
Assessment
where, CRI
=
=
=
=
=
where, x
y
Year
CAYm2
CAYm1
20 CRI
Cadre ratio index
2 25 (2x + y)/N; subject to max.
2.25
max CRI = 1.0
10
Number of professors in the programme
Number of associate professors in the
programme programme
y
CRI
Assessment
CAY
Average assessment
10-December-13
115
5.3.
Cont
FacultyQualifications(30)
A
Assessment
= 6 FQI
Q
where, FQI
= Faculty qualification index

= (10x + 6y + 2z0)/N2
such that, x + y +z0 N2; and z0 z
where x
where,
y
Z
= Number of faculty members with PhD

= Number of faculty members with ME/ M Tech
= Number of faculty members with B.E/B.Tech
x
FQI
Assessment
CAYm2
CAYm1
CAY
Average assessment
10-December-13
116
5.4.
Cont
Faculty Qualifications (30)

Faculty Competencies correlation to Programme Specific
FacultyCompetenciescorrelationtoProgrammeSpecific
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
co pete c es)
competencies)
5.5.
Faculty as participants/resource persons in faculty

development/training
p
/
g activities ((15))
(Instruction:Afacultymemberscoresmaximumfivepointsforaparticipation
/resourceperson.)
Participant/resourcepersonintwoweekfacultydevelopmentprogramme :5points
Participant/resourcepersoninoneweekfacultydevelopmentprogramme:3Points
10-December-13
117
Cont
max. 5 per faculty

max
CAYm2 CAYm1
CAY
Name of the faculty
Sum
N (Number of faculty positions
required for an STR of 15)
Assessment = 3 Sum/N
Average assessment
10-December-13
118
y
(
)
56
5.6.
Cont
F l R
Faculty
Retention
i (15)
Assessment
3 RPI/N
where RPI
Retention point index
Points assigned to all faculty

members
10-December-13
119
Cont
where points assigned to a faculty member = 1 point for each year

of experience at the institute but not exceeding 5.
Item
CAYm2 CAYm1
Number of faculty members with experience of

less than l year (x0)
Number of faculty members with 1 to 2 years
experience (x1)
Number of faculty
y members with 2 to 3 years
y
experience (x2)
experience
p
((x3)
experience (x4)
Number of faculty members with more than 5
years experience (x5)
N
RPI = x1 + 2x2 + 3x3 + 4x4 + 5x5
Assessment
10-December-13
Average assessment
CAY
120
5.7.
Cont
Faculty Research Publications (FRP) (20)

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 depending upon the quality of the
research papers and books published in the past three 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 reputed publishers, and
(ii) the faculty member
memberss affiliation,
affiliation in the published
papers/books, is of the current institution.
10-December-13
121
Cont
Include a list of all such publications and IPRs along with

details of DOI,
DOI publisher,
publisher month/year
month/year, etc
etc.
FRP points (max. 5 per faculty)
CAYm2 CAYm1
CAY
Name of the faculty

(contributing to FRP)
Sum
N (Number of faculty
positions required for an
STR of 15)
A
Assessment
t off FRP = 4
Sum/N
Average
g assessment
10-December-13
122
5.8.
Cont
Faculty Intellectual Property Rights (FIPR) (10)

Assessment of FIPR = 2 (Sum of the FIPR points scored by each
faculty member)/N
(Instruction: A faculty member scores maximum five FIPR points
each year??.
year?? FIPR includes awarded national/international patents,
patents
design, and copyrights.)
FIPR points (max. 5 per

f lt member)
faculty
b )
CAYm2 CAYm1
CAY
Name of faculty member

(contributing to FIPR)
.................
.................
.................
Sum
N
Assessment of FIPR = 2 Sum/N
Average assessment
10-December-13
123
5.9.
Cont
FundedR&DProjectsandConsultancy(FRDC)
Work (20)
Work(20)
Assessment of R&D and consultancy projects = 4
((Sum of FRDC by
y each faculty
y member)//N
)//
(Instruction: A faculty member scores maximum 5
points, depending upon the amount.) A suggested
scheme
h
is
i given
i
below
b l
ffor a minimum
i i
amount off Rs.
R 1
lakh:
Five points for funding by national agency,
points for fundingg by
y state agency,
g y
Four p
Four points for funding by private sector, and
Two points for funding by the sponsoring
trust/society.
/ i
10-December-13
124
y
(
)
Cont
FPPC points (max. 5 per faculty

Name of faculty member member)
(
(contributing
t ib ti tto FPPC)
CAYm2 CAYm1
CAY
......................
......................
Sum
N
Assessment of FRDC = 4
Average assessment
Sum/N
10-December-13
125
Cont
5.10. Faculty Interaction with Outside World (10)

FIP = Faculty interaction points
Assessment = 2 (Sum of FIP by each faculty member)/N
(Instruction: A faculty member gets maximum five interaction points,
(Instruction:Afacultymembergetsmaximumfiveinteractionpoints,
dependinguponthetypeofinstitutionorR&Dlaboratoryorindustry,
asfollows)
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-13
126
Cont
FIP points
Name of faculty member

(contributing to FIP)
CAYm2
CAYm1
CAY
...........................
...........................
Sum
N
Assessment of FIP = 2 Sum/N
Average assessment
10-December-13
127
6. FacilitiesandTechnicalSupport(75)
5.10. Description of classrooms, faculty rooms, seminar,
and conference halls:
halls (Entries in the following table
are sampler entries)
Room description
Usage
N off Classrooms
No.
Cl
Classroom
Cl
for 2nd
year
Shared /
exclusive
Capa
city
Rooms equipped with

PC, Internet, Book rack,
meeting space, etc.
T t i l rooms
Tutorial
No. of Seminar
rooms
No. of Meeting
rooms
No. of Faculty rooms
(n)
10-December-13
128
6. FacilitiesandTechnicalSupport(75)Cont..
6.1. Classrooms in the Department (20)
6 1 1 Adequate number of rooms for lectures
6.1.1.
(core/electives), seminars, tutorials, etc., for the
program (10)
(Instruction: Assessment based on the information
provided in the preceding table.)
612 T
6.1.2.
Teaching
hi aids---multimedia
id
l i di projectors,
j
etc. (5)
(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)
(Instruction Assessment based on the information provided in the
(Instruction:
preceding table and the inspection thereof.)
10-December-13
129
6.2. Faculty
y Rooms in the Department
p
((15))
6.2.1. Availability of individual faculty rooms (5)
(Instruction:
(I
i
A
Assessment
b d on the
based
h information
i f
i provided
id d
in the preceding table)
6.2.2. Room equipped with white / black board,

computer, Internet, and such other amenities
/facilities (5)
(Instruction: Assessment based on the information provided in
the preceding table)
10-December-13
130
6.2.3. Usage of room for counselling/discussion with
( )
students (5)
(Instruction: Assessment based on the information provided in the
preceding table and the inspection thereof.)
The following table is required for the subsequent criteria.

Exclusive
Laboratory
description in use /
shared
the
curriculum
Space,
Number of Quality of Laboratory
number of experiment instrumen manuals
ts
students
s
10-December-13
131
6.3. Laboratories in the Department to meet the
q
and the POs ((25))
Curriculum Requirements
6.3.1. Adequate, well-equipped laboratories to meet
the curriculum requirements and the POs (10)
provided in the preceding table.)
table )
6.3.2. Availability
y of computing
p
g facilities in the
department (5)
provided
d d in the
h preceding
d
table.)
bl )
10-December-13
132
6.3.3. Availability of laboratories with technical support within
and beyond working hours (5)
(Instruction:Assessmentbasedontheinformation providedinthe
precedingtable.)
6.4.4. Equipment to run experiments and their maintenance,

per experimental
p
setup,
p size of
number of
students p
the laboratories, overall
ambience, etc. (5)
(Instruction:Assessmentbasedontheinformation providedinthe
precedingtable.)
di t bl )
10-December-13
133
6.4. Technical Manpower Support in the Department (15)
Name of
the
technical
staff
Designati
on (payscale)
Exclusive / Date of
shared
joining
work
Qualification
At
Now
Joining
Other Resp
technical onsi
skills bility
gained
10-December-13
134
6.4.1. Availabilityofadequateandqualifiedtechnical
supportingstaffforprogrammespecific
laboratories (10)
(Instruction:Assessmentbasedontheinformationprovidedinthe
preceding table )
precedingtable.)
6.4.2. Incentives, skill-upgrade,

pg
and p
professional advancement
(5)
(Instruction:Assessmentbasedontheinformationprovidedinthe
precedingtable.)
di t bl )
10-December-13
135
7. AcademicSupportUnitsandTeaching
pp
g
LearningProcess(75)
Students Admission
Admission intake (for information only)
Item
CAY CAYm1
Sanctioned intake strength in the
institute (N)
Number of students admitted on merit
basis (N1)
Number of students admitted on
management quota/otherwise (N2)
Total number of admitted students in
the institute (N1 + N2)
CAYm2 CAYm3
(Instruction: The intake of the students during the last three years against
the sanctioned capacity may be reported here.)
10-December-13
136
LearningProcess(75)
Cont.
Admission quality (for information only)
Divide the total admitted ranks (or percentage marks)
into five or a few more meaningful ranges
Rank range
More than 98 percentile
95 98 percentile
95--98
l
90--95 percentile
80--90 percentile
......................
......................
Admitted without rank
CAY CAYm1 CAYm2 CAYm3
(Instruction: The admission quality of the students in terms of their ranks in the
entrance examination may be presented here.)
Tabular data for estimating student
student-teacher
teacher ratio and faculty qualification for first
10-December-13
year common courses
137
pp
g
LearningProcess(75)
Cont.
List of faculty members teaching first year courses:
Name off
N
faculty
member
Date of Department
p
Qualific
Q
lifi Designa
D i
joining the with which
institution associated
ation tion
b
off
Distribution
teaching load (%)
1 t year UG
1st
PG
(Instruction: The institution may list here the faculty members

engaged in first year teaching along with other relevant data
data.))
10-December-13
138
LearningProcess(75)
Cont.
7.1. Academic Support Units (35)
7.1.1.
Assessment of First Year Student Teacher
R ti
Ratio
(FYSTR) (10)
Data for first year courses to calculate the FYSTR:
Year
CAYm2
CAYm1
CAY
Average
g
assessment
Number of
students
(approved
intake
strength)
Number of faculty
members
(considering
fractional load)
FYSTR
Assessment = (10
15)/ FYSTR (Max. is
10)
10-December-13
139
LearningProcess(75)
Cont.
7.1.2. AssessmentofFacultyQualificationTeachingFirst
YearCommonCourses(15)
( )
Assessment of qualification = 3 (5x + 3y + 2z0)/N, where x + y + z0
N and z0 Z
x
=
Number of faculty members with PhD
y
Number of faculty members with ME/MTech/NETQualified/MPhil
Number of faculty members with

BE/BTech/MSc/MCA/MA
Number of faculty members needed

f FYSTR off 25
for
5
10-December-13
140
LearningProcess(75)
Cont.
7.1.2. AssessmentofFacultyQualificationTeachingFirst
YearCommonCourses(15)
( )
Assessment of qualification = 3 (5x + 3y + 2z0)/N, where x + y + z0
N and z0 Z
x
=
Number of faculty members with PhD
y
Number of faculty members with ME/MTech/NETQualified/MPhil
Number of faculty members with

BE/BTech/MSc/MCA/MA
Number of faculty members needed

f FYSTR off 25
for
5
10-December-13
141
LearningProcess(75)
Cont.
Year
N Assessment of faculty
qualification
CAYm2
CAYm1
CAY
Average assessment of
faculty qualification
10-December-13
142
LearningProcess(75)
Cont.
713 B
7.1.3.
Basic
i science/engineering
i
/
i
i laboratories
l b t i
( d
(adequacy
of space, number of students per batch, quality and
availability of measuring
instruments, laboratory
manuals, list of experiments) (8)
Laboratory Space
Space,
description number of
students
Software
used
Type of
Quality of
experimen instruments
ts
Laboratory
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-13
143
7 AcademicSupportUnitsandTeaching
7.
AcademicSupportUnitsandTeaching
LearningProcess(75)
Cont.
7.1.4. Language laboratory (2)
Language SSpace,
laboratory number of
students
stude
ts
Software
used
Type off
T
Q lit off
Quality
experiments instruments
Guidance
(Instruction:Theinstitutionmayprovidethedetailsofthelanguagelaboratory.
p
)
Thedescriptorsaslistedherearenotexhaustive).
10-December-13
144
7.
LearningProcess(75)
Cont.
7.2.
Teaching Learning Process(40)
721 T
7.2.1.
Tutorial
t i l classes
l
t address
to
dd
student
t d t questions:
ti
size of tutorial classes, hours per
subject given in
the timetable (5)
Provision of tutorial classes in timetable:
YES/NO
Tutorial classes taken by faculty / teaching
assistants / senior students /
others...................
th
Number of tutorial classes per subject per
week:
10-December-13
Number of students
per tutorial class:
145
7.
LearningProcess(75)
Cont.
Number of subjects with tutorials: 1st year........... 2nd
year........... 3rd
3 d year........... 4th
4 h year...............
(Instruction: Here the institution may report the details of
the tutorial classes that are being conducted on various
subjects
j
and also state the impact
p of such tutorial classes).
)
10-December-13
146
7.
LearningProcess(75)
Cont.
Nuber of subjects
j
with tutorials: 1st y
year........... 2nd
year........... 3rd year........... 4th year...............
(Instruction: Here the institution may report the details of
the tutorial classes that are being conducted on various
subjects and also state the impact of such tutorial classes)
classes).
10-December-13
147
pp
g
LearningProcess(75)
Cont.
7.2.2. Mentoring system to help at individual levels (5)
Type of mentoring: Professional guidance / career
advancement / course work specific / laboratory
p
/ total development
p
specific
Number of faculty mentors:
Number of students per mentor :
Frequency
q
y of meeting:
g
(Instruction: Here the institution may report the details of the
mentoring system that has been developed for the students for various
purposes and also state the efficacy of such system).
system)
10-December-13
148
7.
LearningProcess(75)
Cont.
7.2.3. Feedback analysis and reward / corrective measures
taken if any (5)
taken,
Feedback collected for all courses: YES/NO Specify the feedback
collection process
:
Percentage off students
d
participating: Specify
S
f the
h feedback
f db k
analysis process
:
Basis of reward / corrective measures, if any:
Number of corrective actions taken in the last three years:
(
(Instruction:
The institution needs to design
g an effective
ff
ffeedback
questionnaire. It needs to justify that the feedback mechanism it has
developed really helps in evaluating teaching and finally contributing to
the quality of teaching).
teaching)
10-December-13
149
7.
LearningProcess(75)
Cont.
7.2.4. Scope for self-learning (5)
(Instruction: The institution needs to specify the scope for selflearning
/ learning beyond syllabus and creation of facilities for selflearning
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 selflearning / learning beyond syllabus.)
syllabus )
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,
y interaction for
trainingg //internship
p /p
/placement,
industry
Entrepreneurship cell and10-December-13
incubation facility and impact of such
systems)
150
LearningProcess(75)
Cont
Cont.
7.2.7. Co
Co-curricular
curricular and Extra-curricular
Extra curricular Activities (5)
(Instruction: The institution may specify the Co- curricular
and extra-curricular activities, e.g., NCC/NSS, cultural
activities,
ti iti etc)
t )
7.2.8. Sports
p
ggrounds, facilities, and q
qualified sports
p
instructors (5)
(Instruction: The institution may specify the facilities available
and
d their
th i usage in
i brief)
b i f)
10-December-13
151
8. Governance,InstitutionalSupportand
FinancialResources(75)
8.1. Campus Infrastructure and Facility (10)
811
8.1.1.
Maintenance of academic infrastructure and
facilities (4)
(Instruction:Specifydistinctfeatures)
8.1.2.
facility,
Hostel (boys and girls), transportation

and canteen (2)
Hostels
No.ofrooms
No
ofrooms
Assistance
No.ofstudents
No
ofst dents
accommodated
Hostelfor
Boys:
Hostelfor
Girls:
10-December-13
152
8 Governance
8.
Governance,InstitutionalSupportand
InstitutionalSupportand
Cont.
8.1.3. Electricity, power backup, telecom facility,

drinking water
water, and security (4)
(Instruction:Specifythedetailsofinstalledcapacity,quality,
availability,etc.)
8.2. Organisation, Governance, and Transparency (10)

8.2.1. Governing body, administrative setup, and functions
of various bodies (2)
(Instruction:Listthegoverning,senate,andallotheracademic
and administrative bodies; their memberships functions and
andadministrativebodies;theirmemberships,functions,and
responsibilities;frequencyofthemeetings;andattendance
therein,inatabularform.Afewsampleminutesofthemeetings
andactiontakenreportsshouldbeannexed.)
d
i
k
h ld b
d)
10-December-13
153
,
pp
Cont.
8.2.1. Governing body, administrative setup, and functions

( )
of various bodies (2)
(Instruction: List the governing, senate, and all other academic
and administrative bodies; their memberships, functions, and
responsibilities; frequency of the meetings; and attendance
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,

promotional p
p
policies, etc. ((2))
recruitment,
and
(Instruction: List the published rules, policies, and procedures;

year of publications; and state the extent of awareness among
the
employees/students. Also comment on its availability
10-December-13
on Internet, etc.)
154
Cont.
8.2.3. Decentralisation in working including delegation of

power and ggrievance redressal system
y
((3))
financial p
(Instruction:Listthenamesofthefaculty memberswhoare
administrators/decisionmakers forvariousresponsibilities.
Specify the mechanism and composition of grievance redressal
Specifythemechanismandcompositionofgrievanceredressal
system, includingfacultyassociation,staffunion,ifany.)
824 T
8.2.4.
Transparency and
d availability
l b l off correct
unambiguous information (3)
(Instruction: Availability and dissemination of information

through the Internet. Information provisioning in accordance
with the Right to Information Act, 2005).
10-December-13
155
8.3.
Cont.
Budget Allocation, Utilisation, and Public

A
Accounting
i (10)
SSummary off current financial
fi
i l years
budget
b d
and the actual expenditure incurred
( l i l for
(exclusively
f
the
h institution)
i i i ) for
f three
h
previous financial years.
10-December-13
156
,
pp
Item
Infrastructural built-up
Library
L b t
Laboratory
equipment
i
t
Laboratory consumables
Teaching and non-teaching
staff salary
R&D
Travel
Other, specify
Total
Cont.
Budgete Expense Expenses Expenses in

s in CFY in CFYm1 CFYm2
d in
(till )
CFY
(Instruction: The preceding list of items is not exhaustive.

exhaustive One may add other
10-December-13
relevant items if applicable.)
157
,
pp
Cont.
8.3.1. Adequacy of budget allocation (4)

8.3.2. Utilisation of allocated funds (5)
(Instruction: Here the institution needs to state
budget was utilised during the last three years.)
how
the
8.3.3. Availability of the audited statements on the

institutes website (1)
(Instruction: Here the institution needs to state whether the
audited statements are available on its website.)
10-December-13
158
8.4.
Cont.
Programme Specific Budget Allocation, Utilisation (10)
SummaryofbudgetfortheCFYandtheactualexpenditureincurred inthe
CFYm1 and CFYm2 (exclusively for this programme inthedepartment):
CFYm1andCFYm2(exclusivelyforthisprogramme
in the department):
Items
Budgete
Actual
Budgete
dinCFY expensesin
din
CFY
CFY
CFYm1
Actual Budgeted
Actual
Expenses inCFYm2 Expenses
in CFYm1
inCFYm1
in CFYm2
inCFYm2
(till)
Laboratoryequipment
Softwarepurchase
p
R&D
Laboratoryconsumables
Maintenanceandspares
Travel
Miscellaneousexpensesfor
academicactivities
Total
10-December-13
159
8 G
8.
I i i
lS
d
Cont.
8.4.1. Adequacy of budget allocation (5)

(Instruction:Heretheinstitutionneedstojustifythatthe
budgetallocatedovertheyearswasadequate.)
8.4.2. Utilisation of allocated funds (5)

(Instruction:Heretheinstitutionneedstostatehowthebudget
(I
i
H
h i i i
d
h
h b d
wasutilisedduringthelastthreeyears.)
10-December-13
160
8 G
8.
I i i
lS
d
Cont.
8.5. Library (20)

8.5.1. Library space and ambience, timings and usage,
availability of a qualified librarian and other staff,
staff
library automation, online access, networking, etc.
( )
(5)
(Instruction:Provideinformationonthefollowingitems.).
10-December-13
161
Cont.
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
Management
g
Computerisation
p
for search,,
indexing, issue/return records Bar coding used
Library services on Internet/Intranet INDEST or other similar
membership Archives
10-December-13
162
8 G
8.
I i i
lS
d
Cont.
8.5.2. Titles and volumes per title (4)

Number of titles
...................................
Number of volumes
.................................
Number of new Number of new
titles added editions added
Number of new
volumes added
CFYm2
CFYm1
CFY
10-December-13
163
8 G
8.
I i i
lS
d
Cont.
8.5.3. Scholarly journal subscription (3)

Details
CFY
CFYm1 CFYm2 CFYm3
Science
As soft copy
py
As hard copy
Engg. and Tech.
As soft copy
As hard copy
Pharmacy
As soft copy
As hard copy
Architecture
As soft copy
As hard copy
Hotel Management As soft copy
As hard copy
10-December-13
164
8 G
8.
I i i
lS
d
Cont.
8 5 4 Digital Library (3)

8.5.4.
Availability of digital library contents:
If available, then mention number of courses, number of ebooks, etc. Availability of an exclusive server:
Availability over Intranet/Internet: Availability of exclusive
space/room: Number of users per day:
10-December-13
165
8 G
8.
I i i
lS
d
Cont.
8.5.4. Library expenditure on books, magazines /

j
journals,
l and
d miscellaneous
i ll
contents (5)
Year
Expenditures
Comments
Book Maga
Magazine/journ
ine/jo rn Magazine/jour
Maga ine/jo r Misc.
Misc
als (for hard nals (for soft Contents
copy
copy
py
py
subscription) subscription)
CFYm2
CFY 1
CFYm1
CFY
10-December-13
166
8 G
8.
I i i
lS
d
Cont.
8.6. Internet (5)

Name of the Internet p
provider: Available bandwidth:
Access speed:
Availability of Internet in an exclusive lab:
Availability in most computing labs:
Availability in departments and other units:
Availability in faculty rooms:
Institutes own e-mail facility to faculty/students:
y/p
y to e-mail/Internet
/
users:
Security/privacy
(Instruction:TheinstitutemayreporttheavailabilityofInternetinthe
campusanditsqualityofservice.)
10-December-13
167
8 Governance
8.
Cont.
8.7. Safety Norms and Checks (5)

8.7.1.
Checks for wiring and electrical installations for
leakage
g and earthingg ((1))
8.7.2.
Fire-fighting measurements: Effective safety

arrangements with emergency / multiple exits
and ventilation/exhausts in auditoriums and large
classrooms/laboratories fire-fighting
classrooms/laboratories,
fire fighting equipment
and training, availability of water, and
such other
facilities ((1))
10-December-13
168
8 Governance
8.
Cont.
8.7.3. Safety of civil structure (1)

8.7.4. Handling of hazardous chemicals and such other
activities (2)
(Instruction:
(I
t ti
Th institution
The
i tit ti may provide
id evidence
id
th t it is
that
i taking
t ki
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-13
169
8 Governance
8.
8.8.
Cont.
CounsellingandEmergencyMedicalCareand
Firstaid(5)
Availability of counselling facility (1)
Arra ge e t for emergency
Arrangement
e erge c medical
edical care (2)
Availability of first-aid unit (2)
(Instruction:Theinstitutionneedstoreporttheavailabilityof
thefacilitiesdiscussedhere.)
10-December-13
170
8 ContinuousImprovement (75)
8.
8.8.
Counselling and Emergency Medical Care and

First-aid
d (5)
From 9.1
9 1 to 9.5
9 5 the assessment calculation can be done
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)/(100min(c b))
min(c,b))
10-December-13
171
9.
9.1.
Cont
Cont.
Improvement in Success Index of Students (5)
F
From4.1
4 1
Items
LYG
LYGm1
LYGm2
Assessment
Success index
9.2.
Improvement in Academic Performance Index of

Students (5)
From4.2
Items
LYG
LYGm1
LYGm2
Assessment
API
10-December-13
172
9.
9.3.
Cont
Cont.
Improvement in Student-Teacher Ratio (5)
F
From5.1
5 1
Items
CAY
CAYm1
CAYm2
Assessment
STR
9.4.
Enhancement of Faculty Qualification Index (5)
From5.3
Items
LYG
LYGm1
LYGm2 Assessment
FQI
10-December-13
173
9.
95
9.5.
Cont
Cont.
Improvement in Faculty Research Publications

Publications,
R&D Work and Consultancy Work (10)
From5.7and5.9
Items
LYG
LYGm1
LYGm2
Assessment
FRP
FPPC
10-December-13
174
9. ContinuousImprovement (75)
9.6.
Cont.
Continuingg Education ((10))

Inthiscriterion,theinstitutionneedstospecifythecontributory
effortsmadebythefacultymembersby developingthe
course/laboratory modules conducting short term courses /
course/laboratorymodules,conductingshorttermcourses/
workshops,etc.,forcontinuingeducationduringthelastthree
years.
TheInstitutionshallalsoaddressifanyshortfallsinattainmentof
PEOs,PosandCOs
Module
Any other
description contributory
institute/
industry
Developed/ Duration Resource

organized
persons
by
Target
audience
Usage
and
citation
citation,
etc.
...............
..................
10-December-13
Assessment =
175
9.
Cont
Cont.
9.7. New Facility Created (15)

Specify
p
y new facilities created duringg the last three y
years
for 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)
Specify the overall improvement:
Specify the
strengths/
weakness
Improvement
brought in
Contributed by
List the PO(s),

which are
strengthened
Comments,
if any
CAY
CAYm1
CAYm2
.........
..
10-December-13
176
Declaration
The head of the institution needs to make a declaration as per the
format given below:
This Self-Assessment Report (SAR) is prepared for the current
academic year (
) and the current financial year (
)
on
behalf of the institution.
institution
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.
I understand that any false statement/information of consequence may
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
A
Accreditation
d
( A) or its sub-committees
(NBA)
b
will
ll have
h
the
h right
h to decide
d d
on the basis of the submitted SAR whether the institution should be
considered for an accreditation visit.
10-December-13
177
If the information provided in the SAR is found to be wrong during the visit or
subsequent to grant of accreditation,
accreditation the NBA has right to withdraw the grant of
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 required for accreditation as per the NBA
NBAss provision.
I undertake that, the institution is well aware about the provisions in the NBAs
accreditation manual concerned for this application,
pp
, rules,, regulations
g
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-13
178
eNBAAccreditationProcess
St
Step
1 Online
1:
O li
R i t ti
Registration
P
Process
(f institutions
(for
i tit ti
not registered
g
with NBA))
Step 2: Apply for Accreditation
Step 3: Onsite Visit of Evaluation Team to the Institute
St
Step
4 Consideration
4:
C
id ti
off Evaluation
E l ti
R
Report
t by
b
Evaluation Accreditation Committee (EAC)
(
)
Step 5: Issuance of Accreditation Status
Step 6: Appeal against the Accreditation Status
Filling of SAR Reverse Engineering

Define/articulate outcome based parameters
such as PEOs, POs, COs, etc., from the
available
il bl data
d t through
th
h the
th process off Reverse
R
Engineering for the programme which is
preparing SAR for accreditation
Guidelines for Evaluators
Functions of Evaluators
study the SAR provided by the institution/university,
institution/university and identify
areas where additional information is required and issues tha
require an in-depth
in depth analysis during the visit.
Evaluate the SAR, collect and analyse all information that is
detrimental to the quality of the programme.
assist the Chairperson in conducting the visit.
visit
ensure
e su e tthat
at tthe
e report
epo t o
of tthe
ee
evaluation
a uat o tea
team is
sp
prepared
epa ed
and submitted to the NBA at the end of the final day visit.
Functions of Chairperson
p
finalise the schedule of visit.
chair
chair all meetings
meetings, coordinate the visit and provide
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
i f t t l facilities.
infrastructural
f iliti
study the SAR provided by the institution/university
and coordinate with evaluators to identify areas where
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
g 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.
Inform the findings of the evaluation team to the Head of the Institution/Dept
Institution/Dept.
ensure that the report of the evaluation team is submitted to the NBA,
online at the end of the final day of the visit
online,
visit.
provide the final chairperson report of the evaluation team and submit it
to the NBA within the stipulated time.
Accreditation Visit
The entire process of an accreditation visit comprises four activities
Pre-visit activities
Activities during the visit
Report writing
Seeking 3600 feedback
TABLE 1 SUMMARY OF ACTIVITIES DURING THE VISIT

Day
0
I
Activities
Duration
Meeting among team members
45 minutes
Discuss the schedule and plan of activities
15 minutes
Meetingg with Management

g
Representative,
p
,
Head of the Institution, Head of the Department
30 minutes
Visit to central facilities
2 hours
Lunch
II
Presentation by Head of the Department
30 minutes
Visit to laboratories, library, computing centre

and other facilities
1 hour
Visit to classes
30 minutes
Interaction with students
30 minutes
Meeting among team members
30 minutes
Verification of pprogramme
g
documents/evidence
2 hours
Interaction with faculty members
30 minutes
Lunch
III
Interaction with Management Representative,

Head of the Institute, Head of the Department
30 minutes
Interaction with stakeholders: alumni, parents, employers
1 hour 30 minutes
Preparation of the evaluators report
30 minutes
C d off exit
Conduct
i meeting
i
1 hour
h
Submission of the evaluators online report to the NBA before departure
1 hour
SAMPLE QUESTIONS
TO THE HEAD OF INSTITUTION
How is equitable distribution of funds to departments ensured?
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?
What are faculty workloads like? How do you balance the work load
between teaching and research?
What are the strategic directions for engineering? In which

direction is engineering headed at your institution?
Is the level of industry input to programme design andtargeted

graduate outcomes adequate?
TO THE DEAN / HEAD OF DEPARTMENT / PROGRAMME COORDINATORS
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 manyy members of the facultyy are involved in the internship

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

leave?
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
Course Coordinators?
How is programme review initiated and implemented? When does industry

interaction begin?
How much does programme review involve academic faculty?

Cont.....
Cont
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
engagement?
g g
To what extent are laboratories and facilities useful for practical learning
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?
Are the laboratory equipment and computers properly maintained? Is
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?
What do you see as the positives associated with this programme?

C t
Cont.....
What are the characteristics that make this programme good or
unique?
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
and research skills
skills, teamwork
teamwork, project management
management, etc)? Is it embedded
throughout the programme?
Is there sufficient student elective choice in the programme? Would more
b better?
be
b tt ?
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?
Are the st
students
dents exposed
e posed to issues
iss es related to globalisation and changing
technologies?

Cont.....
What proportion of final year projects are industry based? How are they
p
and managed?
g
supervised
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
What are the modern tools used for teaching?
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
prescribed
ib d as partt off the
th overallll educational
d
ti
l design,
d i
or simply
i l
events
i l d d
included
on the initiative of the local programme/course coordinator?

How is exposure
p
to p
professional p
practice monitored and assessed?
What site visits are offered? Are site visits active for the students?

Cont.....
Cont
What opportunities are being grasped in industrial design and project work to
take advantage of industry topics or input? Are industry-based
industry based projects supervised
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?
How
H
are academic
d i ffaculty
lt iinvolved
l d iin achieving
hi i G
Graduate
d t Att
Attributes?
ib t ?
What is the evidence of progress being made on mapping student learning
outcome to POs, including
g mapping
pp g 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 programme
levels?
State the level of industry input to programme design and targeted graduate
outcomes.
Wh
Whatt iis th
the iimpactt off th
the advisory
d i
committee
itt on contextualising
t t li i th
the programme tto
local 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?

Cont.....
Cont
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?
How active is the industry
industry-institute
institute interaction partnership cell?
What programme changes have been made from the input by industry-institute interaction
partnership cell?
What
Wh t are th
the strengths
t gth and
d weaknesses
k
off your department
d
t
t and
d supportt d
departments?
t
t ?
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?
g for facultyy p
professional development?
p
What is the budget
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?
What assessment moderation processes are used? Is there any senior

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 good things that are happening in the programme?
What are the unwanted things that are happening in the programme?
What programme educational objectives and programme outcomes do the

courses you teach support?
TO FACULTY
C t
Cont
Are you involved in the assessment/evaluation of programme educational objectives
and programme outcomes? How?
Are you involved in programme improvements? How?
Is there sufficient student elective choice in the programmes? Would more choice be
advisable?
d i bl ?
How is the Honours program different from the graduate programme?
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, and
business
bus
ess sstudies
ud es co
covered
e ed throughout
oug ou the
ep
program?
og a
Are the students exposed to issues related to globalization and changing
technologies?
Wh
Whatt proportion
ti off fifinall year projects
j t are iindustry
d t b
based?
d? H
How are th
they supervised
i d
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
Cont.
How do you ensure that appropriate assessment techniques are being used?
How much time do you spend on professional development?
Does the same instructor usually teach both lecture and laboratory
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 adequate
q
secretarial and technician service available to you?
y
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?
portions of
TO FACULTY
Cont.
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?
Comment on facilities such as laboratory,
laboratory IT access
access, information resources and
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
professional
f i
l
capabilities
biliti
d l
development?
t? Are
A
th
there
measures off your
personal development and
performance
such
as
team-work,
leadership, management, communication and
presentation skills, self
learning capacity etc? Are these systematically addressed
in
subjects
studied?
Have issues such as g
globalisation,, ethics and sustainable practices
p
been
addressed yet?
What improvement would you make if you had a magic wand?
Did you make
k use off online
li llearning
i ffacilities?
iliti ? Wh
Whatt are th
they?
? D
Do th
they make
k a
difference?
TO STUDENTS
Cont.
Do you feel that you have an understanding of the targeted outcomes for your
programme and the real nature of engineering practice in your chosen domain? How
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? Are
these well organised and well presented?
What do you think are the key attributes an employer would be looking for in a graduate
engineer?
How effective are subject/unit outline documents in communicating and interlinking
objectives, learning outcomes, activities and assessment strategies within individual
units?
Is assessment well coordinated with objectives and targeted learning outcomes within
academic units?
Are there other avenues of embedded professional practice exposure other than
placement activities such as industry visits, field trips, industry assignments, case
studies, industry based projects etc.? Is there sufficient exposure to professional
practice?
TO STUDENTS
Cont.
How effective is laboratory learning? Are experiments prescriptive or

ended?
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?
Have you been involved in any team based learning activities yet? Have you
become a good team player and/or team leader? Are you assessed for your
team performance?
What input do you have to the quality system,
system through surveys,
surveys input to the
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 STUDENTS
Cont.
To what extent does the program provide for your personal and professional
capabilities development? Are there measures of your personal development
and performance such as team-work, leadership, management,
communication and presentation skills
skills, self learning capacity etc? Are these
systematically addressed in subjects studied?
Are you acquiring the expected / required skills?
Are the faculty members competent in the subjects they teach?
Are facultyy members available and helpful
p to you
y at times convenient to you?
y
Why did you choose this institution/department / programme?
Are the laboratory equipment/tools/accessories well
well-maintained?
maintained?
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?
TO STUDENTS
Cont.
What type of job can you get as a graduate of this programme? At what
salary?
y
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?
Criterion 1: Vision, Mission and Programme Educational Objectives (100)
Minimum qualifying points: 60
Item
no.
1.1
Item
description
Mission and
Vision
Points
5
Evaluation guidelines/ award of marks
Listing and articulation of the vision and mission

statements of the institute and department (1)
Description of media (e.g. websites, curricula

books) in which the vision and mission are
published and how these are disseminated among
stakeholders
t k h ld (2)
Articulation of the process involved in defining

the vision and mission of the department from
the vision and mission of the institute (2)
Cont
Cont..
Item
no.
Item
description
Points
1.2
Programme
Educational
Objectives
15
Listing and articulation of the program educational

objectives of the programme under accreditation (2)
Description of media (e.g.
(e g websites,
websites curricula
books) in which the PEOs are published and how
these are disseminated among stakeholders (2)
Li ti off stakeholders
Listing
t keh lde off the programmee under
de
consideration for accreditation and articulation of
their relevance (1)
D
Description
i ti off the
th process that
th t documents
d
t andd
demonstrates periodically that the PEOs are
based on the needs of the programmes
stakeholders
t k h ld (5)
Description as to how the Programme Educational
Objectives are consistent with the Mission of the
d
department
(5)
Cont
Cont..
Item
no.
1.3
1.4
Item
description
Points
Attainment of
Programme
Educational
Objectives
30
Assessment of
attainment of
Programme
Ed
Educational
i l
Objectives
40
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
and related regulations (15)
Description of the assessment process that
documents and
demonstrates periodically the degree to which the Programme
Educational Objectives are attained (10)
I f
Information
i
on: (a)
( ) listing
li i
and
d description
d
i i
off the
h assessment
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, employer
l
surveys, graduate
d
surveys, focus
f
groups,
i d
industrial
i l
advisory 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)
D t il off evidence
Details
id
th t the
that
th PEO have
h
b
been
achieved:
hi d (a)
( ) The
Th
expected level of attainment for each of the programme
educational
objectives; (b) Summaries of the results of the evaluation processes
and an analysis illustrating the extent to which each of the programme
educational
d ti l objectives
bj ti
h been
has
b
attained;
tt i d and
d (c)
( ) How
H
th results
the
lt are
documented and maintained (15)
Cont..
Item
no.
15
1.5
Item description
Points
Evaluation guidelines/ award of

marks
Indicate how results of

assessment
of
achievement of PEOs
have been used for
redefining PEOs
10
Articulation with rationale as to how

the results of the evaluation of the
PEOs
have
been
used
to
review/redefine the PEOs (10)
Criterion 2: Programme Outcomes (225)

Item
no.
21
2.1
Item
description
Definition and
Validation of
Course
Outcomes and
Programme
Outcomes
Points
30
Evaluation guidelines
Listing of the course outcomes of the courses in

programme curriculum and programme outcomes of
the programme under accreditation (2)
Description of media (e.g. websites, curricula
books) in which the POs are published and how
these
are disseminated among stakeholders (3)
Description of the process that documents and
demonstrates periodically that the POs are defined in
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
the PEOs (10)

C
Cont..
Item
no.
2.2
Item
description
Attainment of
Programme
Outcomes
Points
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,
project etc.)
etc ) used to deliver the courses and justify 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 and
evaluation methods (both direct and indirect) in practice
and their relevance towards the attainment of the POs. (10)
Justification of the balance between theory and practical for
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
i l
contribute
ib
towards
d the
h attainment
i
of the POs. (10)

Cont..
Item
no.
23
2.3
Item
description
Assessment of
attainment of
Programme
Outcomes
Points
125
Description of the assessment processes that documents

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 programme
educational objective is based. Examples of data
collection processes may include,
include 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
advisory committee and (b) the frequency with
which these assessment processes are carried out (50)
Information on: (a)The expected level of attainment for
each of the programme outcomes; (b) Summaries of the
results of the evaluation processes and an analysis
illustrating the extent to which each of the programme
outcomes are attained;
i d andd (c)
( ) How the
h results
l are
documented and maintained (50)

Cont..
Item
no.
Item
description
24
2.4
Use of
assessment
results towards
improvement
of the
programme
Points
30
Articulation with rationale the curricular

improvements brought in after the review of
the attainment of the POs (5)
Articulation with rationale the curricular
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.
3.1
Item description
Curriculum
Points
20
Structure of the curriculum (5)

Drawing of the schematic of the prerequisites of the
courses in the curriculum (5)
E id
Evidence
that
h programme curriculum
i l
satisfies
i fi the
h
applicable program criteria specified by the
appropriate American professional associations
such as ASME,
suc
S , IEEE and
a d ACM
C (10)
( 0)
3.2
Curriculum
components and
relevance to the
Pos and the PEOs
15
Detailing of programme curriculum grouping based

on different components and their relevance to
pprogramme
g
outcomes (15)
( )
3.3
Core engineering
courses and their
relevance to
Programme
Outcomes
including design
experience
60
Core engineering subjects and their relevance to

programme outcomes (10)
Description as to how core engineering courses in
the programme curriculum helps in solving complex
engineering problems (50)
Criterion 3: Programme Curriculum (125)

Cont ..
Item
no.
Item description
Points
3.4
Industry
interaction/internship
10
Details of industrys involvement in the

programme
such
as
industry-attached
laboratories and partial
delivery of courses
and internship opportunities for students (10)
3.5
Curriculum
Development
15
Description of the process that periodically

documents and demonstrates periodically how the
programme curriculum is evolved considering the
PEOs and the POs (5)
Details of the process involved in identifying the
requirement for improvements in courses and
curriculum and provide the evidence of
continuous
improvement of courses and
curriculum (10)
3.6
Course Syllabi
Syllabus for each course and also provide the

details of the syllabi format (5)
Criterion 4: Students
Students Performance in the Programme (75)
Item
no.
Item
description
Points
4.1
Success rate
20
Success rate = 20 Mean of success index (SI) for

ppast three batches
SI = (No. of students who cleared the programme
in the minimum period of course duration)/(No. of
students admitted in the first year and students
admitted in that batch via lateral entry)
4.2
Academic
performance
20
Assessment = 2 API
where, API = Academic performance index
= Mean of CGPA of all the students on
a 10-point CGPA system
Or = ((Mean of the percentage
p
g of marks of all
students)/10
Criterion 4: Students Performance in the Programme (75)

Cont..
Item no.
Item
description
Points
43
4.3
Placementt andd
Pl
higher studies
20
Assessment = 20 (x
( + 1.25y)/N
1 25 )/N
where, x = No. of students placed,
y = No. of students admitted for the higher
studies,
studies
N = No. of students admitted in the first year and
students admitted via lateral entry in that batch subject to
max. 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.,
and
d their
h i achievements
hi
(3)
Publication of technical magazines, newsletters,
etc. (3)
Entrepreneurship initiatives,
initiatives product designs,
designs
innovations (3)
Publications and awards in inter-institute events.(3)
Criterion 5: Faculty Contributions (175)

Item
e
Item
e
P i t
Points
no. description
E l ti guidelines
Evaluation
id li
5.1
Studentteacher
ratio
20
Assessment = 20 15/STR; subject to max. assessment

at 20where,
20where STR = (x + y + z)/N1
x = No. of students in 2nd year of the programme
y = No. of students in 3rd year of the programme
z = No. of students in 4th year of the programme
N1 = Total no. of faculty members in the programme
(considering the fractional load)
5.2
Faculty
cadre ratio
20
Assessment = 20 CRI
Cadre ratio index (CRI) = 2.25 (2x + 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

Cont
Cont..
Item
no.
Item description
Points
5.3
Faculty
qualifications
30
Assessment = 6 FQI
Faculty qualification index (FQI) =
(10x + 6y + 2z0)/N2,
where, x+y+z0 N2, z0 z
x = No. of faculty members with PhD
y = No.
No of faculty members with ME/MTech
z = No. of faculty members with BE/BTech
5.4
Faculty
C
Competencies
i
correlation to
Programme
S ifi Criteria
Specific
C it i
15
Ability of the programme curriculum to meet the

applicable
li bl programme criteria
i i specified
ifi d by
b the
h
appropriate American professional associations
such as ASME, IEEE and ACM
Li ti off the
Listing
th programme specific
ifi criteria
it i andd the
th
competencies (specialisation, research
publications, course developments etc. of faculty
to correlate the programme specific criteria and
competencies)

Cont
Cont
Item
no.
Item description
Points
5.5
Faculty as
15
participants/resour
ce persons in
i
faculty
development/train
i activities
ing
ti iti
Participant/resource person in two week faculty

development programme. (5)
P i i
Participant/resource
/
person in
i one weekk faculty
f l
development programme (3)
Assessment = 3 x SUM / N
5.6
Faculty retention
Assessment = 4 RPI/N
R
Retention
i point
i index
i d (RPI) = Sum
S
off the
h retention
i
points to all faculty members
One retention point for each year of experience at
th institution,
the
i tit ti
subject
bj t to
t maximum
i
five
fi points
i t to
t
a faculty member.
15

Cont..
Item no.
5.7
Item
description
Faculty
research
publications
Points
20
Faculty points in research publications (FRP)
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 past
three years.)
The research papers considered are those (i) which can
be located on internet and/or are included in hard-copy
volumes/ pproceedings,
g ppublished by
y well-known
publishers, and (ii) the faculty members affiliation, in
the published paper, is of the current institution.
5.8
Faculty
intellectual
property
g
rights
10
Faculty points in IPR (FIPR)

Assessment of FIPR = 2 (Sum of the FIPR points
scored by each faculty member)/N
((Instruction: A facultyy member scores maximum five
FIPR points each year. IPR includes awarded
national/international patents, books, and copyrights.)

Cont..
Item no.
Item
description
Points
59
5.9
Funded
R&D
Projects and
consultancy
y
(FRDC)
work
20
Faculty Points in R&D and consultancy work (FRDC)

Assessment of R&D and consultancy projects
= 4 (Sum of FRDC by each faculty member)/N
Instruction: A facultyy member ggets maximum five
points, each year, depending upon the amount of the
funds and/or the contributions made. A suggestive
scheme is ggiven below for a minimum amount of Rs.
1.0 lakh:
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
Facultyy
interaction
with outside
world
10
Facultyy interaction points

p
(FIP)
( ) assessment
= 2 (Sum of FIP by each faculty member)/N
Criterion 6: Facilities and Technical Support (75)

Item
no
no.
Item description
Points
6.1
Classrooms in the
department
20
6.2
Faculty rooms in
the department
15
Adequate number of rooms for

lectures (core/electives), seminars,
t torials etc.,
tutorials,
etc for the programme (10)
Teaching aids---multimedia
projectors, etc. (5)
Acoustics classroom size
Acoustics,
size, conditions
of chairs/benches, air circulation,
lighting, exits, ambience, and such other
Availability of individual faculty rooms

(5)
Room equipped with white/black board,
board
computer, Internet, and other such
Usage of room for discussion/
counselling with students (5)
Criterion 6: Facilities and Technical Support (75)

Cont..
Item
no.
Item description
Points
63
6.3
Laboratories
L
b
i in
i the
h
department to meet
the curricular
requirements and the
POs
25
Ad
Adequate well-equipped
ll
i d laboratories
l b
i
to
run all the programme-specific curriculum
(10)
Availability of computing facilities for the
department exclusively (5)
Availability of laboratories with technical
support within and beyond working hours
(5)
Equipments to run experiments and their
maintenance number of students per
maintenance,
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 programspecific laboratories (10)
Incentives, skill-upgrade, and professional
advancement (5)
Criterion 7: Academic Support

pp Units and Teachingg
Learning Process (75)
Minimum qualifying points:45
Item
no.
Item
description
7.1
Academic
Support Units
Points
35
Assessment of First Year Student Teacher Ratio

(FYSTR) (10)
Assessment of Faculty Qualification Teaching
First Year Common Courses (15)
Adequacy of space, number of students per batch,
quality and availability of measuring instruments,
instruments
laboratory manuals, list of experiments Basic
science and Engineering Laboratory (8)
Adequacy of space, number of students per batch,
software types and quality of instruments Language laboratory (2)
Criterion 7: Academic Support Units and Teaching-Learning Process (75)

Cont
Cont..
Item
no.
7.2
Item
description
p
Teaching
Learning
Process
Points
40
Tutorial classes to address student questions:

size of tutorial classes, hours per subject in
timetable (5)
Mentoring system to help at individual levels (5)
Feedback analysis and reward / corrective
measures taken,, if anyy ((5))
Scope for self-learning (5)
Generation of self-learning facilities, and
availabilityy of materials for learningg beyond
y
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

Financial Reso
Resources
rces (75)
Item
no.
8.1
Item description
Points
Campus
infrastructure and
facility
10
8.2
Organisation,
governance and
governance,
transparency
10
Maintenance of academic infrastructure and facilities

(4)
Hostel (boys and girls), transportation facility and
canteen (2)
El t i it power backup,
Electricity,
b k telecom
t l
facility,
f ilit drinking
d i ki
water, and security (4)
Governing body, administrative setup, and functio of
various bodies (2)
Defined rules, procedures, recruitment, and
promotional policies, etc. (2)
Decentralisation in workingg and grievance
g
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
8.3
Budget allocation,
utilisation, and
public accounting
10
Adequacy of budget allocation (4)

Utilisation of allocated funds (5)
Availability of detailed audited statements of all the
receipts and expenditures publicly (1)
8.4
Programme Specific
Budget Allocation,
Utilisation
10
Adequacy of budget allocation (5)

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)
Titles and volumes per title (4)
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

with security and privacy (5)
8.7
Safety norms and

Checks
05
Checks for wiring and electrical installations for

leakage and earthing (1)
Fire-fighting
g
g measurements: Effective safetyy
arrangements with emergency/multiple exits and
ventilation/exhausts in auditoriums and large
classrooms/labs, fire-fighting equipments and
t i i g availability
training,
il bilit off water
t and
d such
h other
th
facilities (1)
Safety of civil tructures/buildings/catwalks/hostels,
etc. (1)
( )
Handling of hazardous chemicals and such other
hazards (2)
8.8
Counselling and
emergency
medical care and
first aid
first-aid
05
Availability of counselling facility

Arrangement for emergency medical care
Availability of first-aid unit
Criterion 9: Continuous Improvement (75)

Item
no.
It
Item
d
description
i ti
P i t
Points
E l ti guidelines
Evaluation
id li
9.1
Improvement in
success index of
students
Points must be awarded in proportion to the

average improvement in computed SI (in 4.1)
4 1)
over three years.
9.2
Improvement in
academic
d i
performance index
of students

average improvement
i
t in
i computed
t d API (in
(i
4.2) over three years.
9.3
Improvement in
STR

average improvement in computed STR (in
9.4
Enhancement of
faculty qualification
index

average improvement in computed FQI (in
Criterion 9: Continuous Improvement (75)

Cont..
Item
no.
Item description
Points
9.5
Improvement
p
in facultyy
research publication,
R&D, and consultancy
10
Points must be awarded in pproportion

p
to
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 education
((contributingg to course modules and
conducting and attending short-term
courses and workshops) programmes to
gain and/or disseminate their knowledge
in their areas of expertise.
9.7
New facility created
15
New
facilities
in
terms
of
infrastructure/equipment/facilities added
to augment the programme.
9.8
Overall improvement
since last accreditation
accreditation,
if any, otherwise,
since establishment
20
Points must be awarded based on the

strengths and weaknesses mentioned in
the last accreditation visit, and how those
were addressed and/or efforts were made.
Evaluation Report
Evaluation Report for NBA Accreditation of Undergraduate
Engineering Programmes
(Note: This report must be in textual form supported by the findings listed for
id ifi d iin evaluation
identified
l i guidelines)
id li
)
Name of the programme:

N
Name
and
d address
dd
off th
the iinstitution:
tit ti
Name of the affiliating university:
D t off th
Dates
the accreditation
dit ti visit:
i it
Name, designation, and affiliation of programme evaluator 1:
N
Name,
ddesignation,
i ti andd affiliation
ffili ti off programme evaluator
l t 2:
2
Name, designation, and affiliation of team chairperson:
Signatures
________________
(Programme Evaluator1)
________________
(Programme Evaluator 2)
_______________
(Team Chairperson)
Criterion 1: Vision,
Vision Mission and Programme Educational Objectives
Item
no.
Max.
points
Item description
1.1
Mission and Vision
1.2
Programme Educational Objectives
15
1.3
Attainment of Programme Educational

Objectives
j
30
1.4
Assessment of attainment of
Programme Educational Objectives
40
15
1.5
IIndicate
di
how
h results
l off assessment off
achievement of PEOs have been used
for redefining PEOs
10
Total
100
Points
awarded
Remarks
Criterion - 2: Programme Outcomes

Max.
points
Item no.
Item description
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
Programme Outcomes
125
2.4
Use of assessment results towards

improvement of programme
30
Total
Points
awarded
Remarks
225
Findings:
Signature
Criterion - 3: Programme Curriculum

Item
no.
Max.
points
Item description
31
3.1
Curriculum
20
3.2
Curriculum components and relevance

to programme outcomes
15
3.3
Core engineering courses and their

relevance to Programme Outcomes
includingg design
g experience
p
60
3.4
Industry interaction/internship
10
3.5
Curriculum Development
15
3.6
Course Syllabi
5
Total
Points
awarded
Remarks
125
Findings:
Signature
Criterion - 4: Students Performance in the Programme

Item
no.
Max.
points
Item description
4.1
Success rate
20
42
4.2
A d i performance
Academic
f
20
4.3
Placement and higher

studies
t di
20
4.4
Professional activities
15
Total
Points
awarded
Remarks
75
Findings:
Signature
Criterion 5: Faculty Contributions

Item
It
no.
It
Item
d
description
i ti
Max.
M
points
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

in faculty development/training activites
15
5.6
Faculty retention
15
57
5.7
Faculty research publications
20
5.8
Faculty intellectual property rights
10
5.9
Facultyy R&D and consultancy

y work
20
5.10
Faculty interaction with outside world
10
Total
Findings:
Points
P
i t
awarded
R
Remarks
k
175
Signature
Criterion 6: Facilities and Technical Support

Item
no.
Max.
points
p
Item description
6.1
Classrooms
20
6.2
Faculty rooms
15
6.3
Laboratories including
computing facility
25
64
6.4
T h i l manpower support
Technical
15
Total
Points
awarded
Remarks
75
Findings:
Si
Signature
t
Criterion 7: Academic Support Units and Teaching

Teaching-Learning
Learning Process
Item
no.
Item description
Max.
Max
points
7.1
Academic Support Units
35
7.2
Teaching Learning
Process
40
Total
75
Points
awarded
Remarks
Findings:
Si
Signature
t
Criterion 8: Governance, Institutional Support and Financial Resources

Item
no.
Item description
Max.
Max
points
8.1
Campus Infrastructure and Facility
10
8.2
Organisation, Governance, and

Transparency
10
83
8.3
Budget Allocation
Allocation, Utilisation
Utilisation, and Public
Accounting
10
8.4
Programme Specific Budget Allocation,

Utilisation
10
8.5
Library
20
8.6
Internet
8.7
Safety Norms and Checks
8.8
Counselling and Emergency Medical Care

andd First-aid
Fi t id
Total
75
Points
awarded
Remarks
Fi di
Findings:
Signature
Criterion 9: Continuous Improvement

Item
no.
Item description
Max.
points
9.1
Improvement in Success Index of Students
9.2
Improvement in Academic Performance Index of

Students
9.3
Improvement in Student-Teacher
Student Teacher Ratio
9.4
Enhancement of Faculty Qualification Index
9.5
Improvement in Faculty Research Publications,

R&D Work and Consultancy Work
10
9.6
Continuing Education
10
9.7
New Facility Created
15
9.8
Overall Improvements since last accreditation, if

any, otherwise, since the commencement of the
programme
20
Total
75
Points
awarded
Remarks
Fi di
Findings:
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
awarded
Qualified?
Vision, Mission and Programme

Educational Objectives
100
60
Yes/No
Programme Outcomes
225
135
Yes/No
Programme Curriculum
125
75
Yes/No
Students performance
75
45
Yes/No
Facultyy Contributions
175
105
Yes/No
Facilities and technical support
75
45
Yes/No
Academic Support Units and

T hi L
Teaching-Learning
i Process
P
75
45
Yes/No
Governance, Institutional Support

and Financial Resources
75
45
Yes/No
Continuous Improvement
75
45
Yes/No
1000
600
Total
Specific remarks for those criteria in which points awarded are less than the qualifying
points:
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
________________
________________
(Programme Evaluator1)
(Programme Evaluator 2)
________________
(Team Chairperson)
Chairpersons Report
Name of the programme
Name and address of the institution
Dates of the accreditation visit
Name, designation, and affiliation of
pprogramme
g
evaluator 1
Name, designation, and affiliation of
programme evaluator 2
(Requested to submit individual report for each programme)
_______________________________________________________________
Strengths:..............................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
............................................................................................................................
Weaknesses:.........................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
............................................................................................................................
Deficiencies, if any: ...........................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
Additional remarks
remarks, if any:
any:.................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
(Team Chairperson)
List of documents/records to be made available during the

visit
isit (a tentati
tentative
e list)
(Instruction: Records of last three years to be made available, wherever
applicable)
pp
)
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
d
documents
t (in
(i the
th form
f
off statements
t t
t and
d list
li t only)
l ) may be
b appended
d d with
ith the
th
SAR.
Institute Specific
I.1.
Land papers, built-plan, and approval, etc.
I2
I.2.
Composition of governing
governing, senate
senate, and other academic and administrative
bodies; their functions; and responsibilities. List of all the meetings held in
the past three years along with the attendance records. Representative
minutes and action taken reports of a few meetings of such bodies along
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..
I 4 Budget
I.4.
B d t allocation
ll
ti and
d utilisation,
tili ti
audited
dit d statement
t t
t off accounts.
t
I.5. Informative website.
I 6 Library resources
I.6.
resources---books
books and journal holdings
holdings.
I.7. Listing of core, computing, and manufacturing, etc., labs.
I.8. Records of T&P and career and guidance cells.
I.9. Records of safety checks and critical installations.
I.10. Medical care records and usages
g 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 14 Feedback form
I.14.
form, analysis of feedback
feedback, and corrective actions
actions.
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
Each programme for which an institution seeks accreditation or reaccreditation must
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 yyears data of students CGPA/ p

percentage)
g )
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.
P9
P.9
S
Sample
l b
bestt and
d average project
j t reports/thesis
t /th i
P.10 Details of student-faculty ratio

P 11 Faculty details with their service books,
P.11
books salary details,
details sample
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
p
along
g with DOIs and p
publication/citation details
List of facultyy publications
P.14
List of R&D and consultancy projects along with approvals and project
completion reports
P 15
P.15
Li and
List
d proofs
f off ffaculty
l iinteraction
i with
i h outside
id world
ld
P.16
List of classrooms, faculty rooms
P 17
P.17
List of programme
programme-specific
specific laboratories and computing facility within
department.
P.18
List of non-teaching staff with their appointment letters, etc.
P.19
List of short-term courses, workshops arranged, and course modules

developed
P 20
P.20
Records of new programme

programme-specific
specific facility created,
created if any
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 Specific
Cont..
P.25
Course files, plan of course delivery, question papers, answer scripts,

assignments, reports of assignments, project reports, report of design
projects, list of laboratory experiments, reports of laboratory
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
P 30
P.30.
Stakeholders
St
k h ld iinvolvement
l
t iin th
the process off iimprovementt off th
the
PEOs and the Pos
P.31.
Collected forms of various indirect assessment tools (e.g. 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
This form is designed to have a fair opinion of the team which has visited your institution.
institution 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.
1.
2.
3.
4.
5.
Name of the Institution:

Programme(s) evaluated:
Date(s) of visit:
Name of Chairperson:
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
th visit.
the
i it
7. Whether the evaluators have tendered any advice to improve the system? If
yes, please specify.
(i)
Name of the Evaluator:
(ii) Advice:
8. Whether any
y of the evaluators were specific
p
about the relevant topics
p
related to the
programme? If no, please specify.
9. Whether the evaluators interacted with students and faculty in groups or with students
and faculty
y in private?
p
If yyes,, please
p
specify
p
y the name of the students/faculty.
y
10. Whether the head of the institute or any representative of the management was also
present during the interaction? If yes, please specify.
(i) Name of the representative
:
(ii) Observation of the representative about interaction
:
11. Whether evaluators have been facilitated by the institute for outdoor activity? If yes,
please specify.
specify
(i) On whose insistence
:
(ii) What activity
:
12 Whether
12.
Wh th the
th exitit meeting
ti mett the
th purpose i.e.,
i
to
t share
h
the
th visiting
i iti tteams
perceptions
ti
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
hospitality was extended to the visiting team? If yes
yes, please
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.
1.
2.
3
3.
4.
5.

Programme(s) evaluated:
Date(s) of visit:
Names of Evaluators:
_______________________________________
_______________________________________
_______________________________________
1. ________
2. ________
3. ________
4 ________
4.
5 ________
5.
6 ________
6.
7. ________
8. ________
9. ________
10. ________ 11. ________ 12. ________
6. Please comment on the evaluation methodology adopted by 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.
y in groups
g
or with students
9. Whether the evaluator interacted with students and faculty
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
yes, p
please
ease spec
specify.
y
:
(ii) What activity
:
11 Please comment on the general behaviour and etiquette of the evaluators during the
11.
visit.
12. Please comment on the general behaviour and etiquette of the Head of the
Institution/other key officials .
13. Please comment on the cooperation and coordination rendered by the institution .
general behaviour of the visiting
g team ((Chairperson
p
and
14. Please comment on the g
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
F db k F
Feedback
Form to
t be
b filled
fill d b
by th
the E
Evaluator
l t about
b t th
the IInstitution,
tit ti
Co-evaluator and Chairperson
Purpose
p
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 y
you are investing
g in filling
g out this form.
1.
2.
3.
4.
5.
6.
7.

_______________________________________
Programme(s) evaluated: _______________________________________
Date(s) of visit:
_______________________________________
_______________________________________
Names of Evaluator:
_______________________________________
Name of Co-Evaluator :
_______________________________________
Please comment on the ability of the chairperson to resolve disputes, if any,
between the evaluators .
8 Whether
8.
Wh th th
the chairperson
h i
h
has ttendered
d d any advice
d i tto iimprove th
the system?
t ? If
9. Whether the chairperson has extended openness with the evaluators? If no,
please specify
10. Whether the chairperson has been facilitated by the institute for outdoor activity. If
yes, please specify .
:
(ii) What activity
:
11. Please comment on the general behaviour and etiquette of the chairperson during
the visit.
12 Pl
12.
Please commentt on th
the generall b
behaviour
h i
and
d etiquette
ti
tt off th
the H
Head
d off th
the
Institution / other key officials.
13 Please comment on the general behaviour and etiquette of the co
13.
co-evaluator.
evaluator
14. Please comment on the cooperation rendered by the co-evaluator.
15. Please comment on the cooperation and coordination rendered by the institution
Signature of the Chairperson
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
NBA to improve its system and make it more effective.
effective We thank you in advance for the time and effort you
are investing in filling out this form.
1 Name of the Institution:

1.
2. Date(s) of visit:
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

during
g the visit.
IV
Please comment on your travel documentation.
Are you satisfied with the service provided by the Service

Provider? If no, please specify.
*Please strike out whichever is not applicable
Signature of the Chairperson/Evaluator
Thank YOU

Three Days Workshop - Outcome Based Education

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OUTCOME BASED ACCREDITATION

A Three day workshop for Evaluators / Resource Persons

Document Created by:

Accreditation and Types

Formal recognition of the quality of

WHO DOES ACCREDITATION IN INDIA

GLOBAL MOBILIT Y UPON ACCREDITATION

HOW GLOBAL MOBILIT Y IS ASSURED ??

Sydney Accord, 2001

Dublin Accord, 2002

Seoul Accord, 2008

An accord singed among six countries (Australia,

Pakistan Pakistan Engineering Council

INTERNATIONAL ACCORDS - ISSUES

Does not encourage continuous improvement

Stifle innovation and creativity in the curriculum

Too much data may be collected and analyzed periodically

Outcome based Assessment

OUTCOME BASED EDUCATION

Outcome Based Education

What the student

COURSE, DEGREE, PROGRAMME

KEY CONSTITUENTS OF OUTCOME BASED

VISION AND MISSION

PROGRAM EDUCATIONAL OBJECTIVES

HOW TO EVOLVE PROGRAM

GRADUATE ATTRIBUTES FOR UG

THE GRADUATE ATTRIBUTES

Design/ Development of Solutions: Design solutions for

The Engineer and Society: Apply reasoning informed by

Communication: Communicate effectively on complex

PROGRAM OUTCOMES (POS)

Guidelines for the POs

COURSE OUTCOMES (COS)

Most important and fundamental to OBE

PUBLISHING AND DISSEMINATING VISION

Prepare stakeholders to reinforce with the activities vis--vis

OUTCOME BASED ACCREDITATION

Assessing the quality of the outcome based

PROGRAM SPECIFIC CRITERIA

CONSISTENCY BETWEEN PEOS AND

Explain with reason the above correlation

ALIGNMENT OF DEFINED POS WITH

Graduate Attributes of the NBA (a-l)

(i) Program outcome ()

PEO ALIGNMENT WITH POS

Program Educational Objectives

(1) PEO (())

Explain with reason the above correlation

Mapping COs with POs

Course No. & Title

EE2 Physics for

EE19 Fiat Lux

EE100 Electrical and

PROGRAM CURRICULUM COMPONENTS

Balance between various components and their

PROGRAM CURRICULUM BALANCE

Total Number of contact hours

Laboratory work and Project work should contribute towards outcomes

Design experience and engineering problem solving skills are very

ASSESSMENT METHODS AND TOOLS

Indirect Assessment Method: Ascer taining opinion or self

GENERIC OR TASK SPECIFIC ?

Sample Program Outcome: Student can Work Effectively in Teams