Outcomes Based Accreditation,

and
NBA Processes
S.C.Sahasrabudhe

AccreditationWhat is it?
Relevance?
Quality
Assurance?

Qu. What is Accreditation?

And, What does it do?

It Provides Assurance about

Program Quality*

Qu. Who are these Stakeholders?

Students and their Parents

Industry
Faculty
Management
Govt.

Different Ways
As Understood by the Users (Students)
Based on Feedback from:
1. Alumni
2. Discussions in the peer groups
3. Physical Infrastructure
4. Misc Info Sources- Rankings,
Faculty

Qu. Is there a Systematic Way?

Created by the Professionals?
Yes, the Way is Accreditation!

Accreditation

1.
2.
3.
4.

What accreditation is NOT?

Not a ranking procedure (Gold, Silver, 1,2,3,..)
Not an Investigation (There has been no complaint)
(Should not be), A Regulatory Process.
Not Even an Audit

Accreditation is not a ranking system.

ABET does not rank programs in any way.

What is it then?

It is a Process by which:
1.
The Institution being looked at is
given a SEAL of approval by
stakeholders in its activity - as meeting
their expectations.
(Stakeholders: Students, Govt., Industry,
Faculty,)

Some more Views

IET - UK

IET-UK- What is Academic

Accreditation?

ABET - US
ABET (Accreditation Board for
Engineering and Technology)
accreditation provides assurance that a
college or university program meets the
quality standards of the profession for
which that program prepares graduates.

ABET: WHY ACCREDITATION MATTERS TO:

Students
Be confident in your educationABET accreditation is the
trusted standard for employers worldwide
.
Programs & Institutions
ABET accreditation demonstrates your commitment
to delivering quality education
.
INDUSTRY, GOVERNMENT & THE WORLD

Employers can trust that graduates of ABETaccredited programs are prepared to enter the workforce.

Key Terms

Program Criteria
Program Educational Objectives, PEO
Graduate Profile,
Program Outcomes,
PO
Accreditation Criteria
Course Outcomes, CO
Assessment
Evaluation
We will define and discuss all these

Program Criteria

Program Criteria
Engineering Programs have their
identities- Civil, Mechanical,
Program Criteria judges if the
program meets requirements for the
title.

Program Educational ObjectivePEO

Program Educational Objectives

Essentially Answer the Question: Why
does the Program exist in the first
place?
It has to be answered by the
management in Consultation with
all the Stakeholders!

Program Educational Objectives

The educational objectives of an

engineering degree program are the
statements that describe the expected
achievements of graduates in their career,
and also in particular, what the graduates are
expected to perform and achieve during the
first few years after graduation.^

Program Educational Objectives

The educational objectives of an

engineering degree program are the
statements that describe the expected
achievements of graduates in their career,
and also in particular, what the graduates are
expected to perform and achieve during the
first few years after graduation.

PEOs of an academic program could read like this:

Statement of areas or fields where the

graduates find employment
Preparedness of graduates to take up
higher studies
Twist*

Qu. Employment Scenario?

Shadow of the IT!

Designing the accreditation

Process

Q1. What do we mean by Stakeholders

Interests?
Q2. How to take these into Account?

Another Way of Looking at it!

Students (and their parents) want that
the Graduates should be acceptable to
the Engineering Profession.
Towards this, can we define a profile of an
engineering graduate?
Washington Accord did precisely this.
All accreditation processes (No matter
which member country) must ensure this
profile.

Graduate Profile
&
Washington
Accord

Graduate Profile & POs

Profile of the Graduates reached through POs
Target
The Profile does meet requirements of all
the Stakeholders.
AND
POs allow this Profile (as defined by the WA)
to be realized
Defining these is the Starting Point

Some Factors
Aspirations of Student Community
Job Profiles in Indian Industries
Governance Academic Institutions
University Institution
Relationship Affiliation

Accreditation Model
Modern Trend: Objectives / Outcomes*
Outcomes are Measurables
Detailed Evaluation Guidelines Allows the
Institution to Assess itself (and Change)
Rather Quantitative (OK in Our Model)
Assesses in a two tier system. One more suitable for
the autonomous, other for the affiliated
Infrastructure part plays a much smaller role

NBAs Accreditation Process

Accreditation CriteriaOn Which, to make the Judgment

Qu. Who decides the Criteria?

Accreditation Agency?
The Stakeholders?
Ans. The Accreditation Agency
with Stake holder's Interests in
View.

Accreditation Process Flow

Institution- Complete the SAR
Institution- Evaluate yourself and Bridge
Gaps that you find (Leads to Improvements in
the Institutions Functioning without)
Evaluators- Initial Assessment based on SAR
and Observations thereon
Visit Judgments Based on Evidence

What is True for Evaluators is True for

Authors of SAR

For Evaluators

The Visit is about collecting Evidence,

Examining it, making Observations on it, and
Finally Drawing conclusions from it!

For Evaluators

Assessment
It is one or more processes that identify,
collect, and prepare data to evaluate
the achievement of Program Outcomes
and program educational objectives

Important for both, SAR and the Evaluators

For Evaluators

Evaluation
These are processes for interpreting the data
and evidence accumulated through
assessment practices.
Evaluation determines the extent to which
POs or PEOs are being achieved, and results
in decisions and actions to improve the
program as also for accreditation.

SAR-Evaluations

Program Educational Objectives (PEO)

Course Outcomes (CO)
Program Outcomes (PO)
Consistency and Interactions Amongst
These- Matrices

Process Structure (Skeletal)

Program Outcomes/
(Graduate Profile)

Assessment and Evaluation

Attainment of Program
Outcomes

(To be achieved)
Revise?

Teaching/Learning: Curriculum,
Faculty, Assessment & Evaluation
(Design and implementation component)

Accredit?

How to make the judgment?

As dictated by the Accreditation

Criteria

Accreditation Criteria-NBA
Criteria
No.

Criteria

Mark/
Weightage

Program Level Criteria

1.

Vision, Mission and Program Educational Objectives

2.

Program Curriculum and TeachingLearning Processes

120

3.

Program Outcomes and Course Outcomes

120

4.

Students Performance

150

5.

Faculty Information and Contributions

200

6.

Facilities and Technical Support

80

7.

Continuous Improvement

50

8.

First Year Academics

50

9.

Student Support Systems

50

10.

Governance, Institutional Support and Financial Resources

Total

60

120
1000

Award of Accreditation
Full Accreditation for 6 Years:
750 out of 1000 points with a
minimum of 60% points in
Criteria 1, 4, 5, 6, 7 and 8
Provisional Accreditation for 3
Years: Minimum 600 out of
1000 points
No Accreditation: < 600 points

Why the NBAs POs areWhat they are?

WA Graduate Attributes and

NBA- Program Outcomes
Washington Accord
Attributes

NBA Program
Outcomes.

1.Engineering knowledge, Apply

1.Engineering knowledge, Apply the

knowledge of mathematics, science,

engineering fundamentals and an
engineering specialization to the solution
of complex engineering problems.

knowledge of mathematics, science,

engineering fundamentals, and engg.
specialization to the solution of
complex engineering problems

2. Problem Analysis, Identify,

2. Problem Analysis, Identify,

formulate, research literature and

analyze complex engineering problems
reaching substantiated conclusions using
first principles of mathematics, natural
sciences and engineering sciences

formulate, research literature, and

analyze engineering problems to arrive
at substantiated conclusions using first
principles of mathematics, natural, and
engineering sciences.

3. Design/development of solutions,
Design solutions for complex
engineering problems and design
systems, components or processes that
meet specified needs with appropriate
consideration for public health and
safety, cultural, societal, and
environmental considerations.

3. Design/development of solutions,
Design solutions for complex
engineering problems and design
system components, processes to meet
the specifications with consideration for
the public health and safety, and the
cultural, societal, and environmental
considerations.

4. Investigation, Conduct

4. Conduct investigations of complex

problems: Use research-based
knowledge including design of
experiments, analysis and interpretation
of data, and synthesis of the
information to provide valid
conclusions

investigations of complex
problems using research-based
knowledge and research methods
including design of experiments,
analysis and interpretation of data,
and synthesis of information to provide
valid conclusions.

Crux of the Matter

Program Outcomes

NBA-Program Outcomes
1. Engineering Knowledge,
2. Problem Analysis
3. Design/development of solutions,
4. Conduct investigations of complex Problems,
5. Modern tool usage,
6. The engineer and society,
7. Environment and sustainability,
8. Ethics,
9. Individual and team work,
10. Communication,
11. Project management and finance,
12. Life-long learning

PROGRAM OUTCOMES PO
Have to be understood
Some Difficult to Attain
Also, Difficult to Assess and
. Evaluate
We examine all these aspects

For Evaluators

POs- Working Details

1. Definition and Validation of Course Outcomes and their
mapping to Programme Outcomes
2. List all the Course Outcomes (COs), Programme
Outcomes (POs), and Program Specific Outcomes
(PSOs)
3. List Assessment tools employed for evaluation of level
of attainment for COs (and evidence for this)
4. Establish Attainment Levels for the POs and PSOs
5. Indicate processes employed.
6. {This and the next slide}

Attainment of Programme Outcomes

1. Illustrate how course outcomes contribute to the POs
2. Explain how modes of delivery of courses help in
attainment
3. How assessment tools, used to assess the impact of
delivery of course/course content contribute towards the
attainment of course outcomes/programme outcomes
4. Extent to which the laboratory and project course work
are contributing towards attainment of the POs
{ This is for the SAR. All the Evidence-On the Table }

For Evaluators

Evaluation of the attainment of the

Programme Outcomes
1. Results of evaluation of each PO. (to be recorded)

What are the levels of attainment?

1. How the results of evaluation were used for curricular
improvements?
(Continuous Improvement -- Criterion-7)
{SAR Again!}

Curriculum
Curriculum, Assessment and Evaluation are
the major tools by which Program Outcomes
are attained. We should look at all of these
together.
Sections of SAR require available data

Curriculum

Contents of Basic Science, Humanities, and

Program Specific Courses Core, Elective
2

Content Delivery

Laboratory Work
4

Project
Work

Following Questions need to be answered:

What are the COs?
POs Met?

Participants in Curriculum Design

More True for Tier-1, But
Faculty {Team}
Industry
Academics from Peer Institutions
{Very Desirable}
Students and Alumni
Academic Bodies

Framework
PEO
Program Outcomes
3

Curriculum &
Teaching, Learning
1

Course Outcomes
2

For Evaluators Records?

Curriculum Design Flow

Define PEOs
Place Starting Design alongside NBAs
Program Outcomes.
Can you cover All POs within
the Credit Limit Requirements?
If Yes, then Sequencing
Requirements?
Else,
In a Few iterations a Solution
should emerge

Sample Syllabus
Course: Electrical Circuits and Network Theory.
Offered in either 2nd or 3rd semester to students of Electrical
Sciences. Credits: (Typical) 3-1-0. Course is Compulsory.
Course Objective: To prepare a student to take courses normally
offered in subsequent semesters, like: Electronic Circuits, Signals
and Systems, Advanced Electronics, etc.
Syllabus: The circuit concept as an approximation to a
physical system {modeling, Application of laws of physics
(PO 1)}.
Kirchoffs Laws, voltage and current sources, Network equations,
use of source transformations, Loop and Nodal analysis, Matrix
representation of circuit equations and their solutions {Apply
knowledge of mathematics (PO1)} Continued

Transient response, solution of differential equations with constant

coefficients, initial and final conditions, time constant, its physical
significance, and use in solving engineering problems {PO 2
particularly, switching circuits}. Use of Laplace transform in circuit
analysis {again PO 1}
Two-port networks, two-port parameters {necessary for all the
electronics systems that would follow}, sinusoidal steady state
analysis and frequency response
Use of computers for solving large problems {PO 5}
Text books: 1.Van Valkenburg, Network Analysis, 3rd Edition, PHI.
{For an 8 credit advanced course}
2. V Del Toro, Electrical Engineering Fundamentals, 2nd Edition
{For a 6 credit standard course}
Course Outcomes: PO 1, PO 2, PO 5
Reference: The Mathematics of Circuit Analysis, E.A.
Guillemin, Oxford & IBH

Curriculum Design Jig Saw Puzzle

(with Multiple Solutions)

Qu. Is it difficult? 69 = 10077696

Curriculum
Teaching/Learning/Assessment/Evaluations

Course Outcomes
Program Outcomes
If True, Done

Broad Outline
Mathematics, Physics, Basic Engineering Sciences,
Humanities, Communication

Core (Compulsory) Electrical Engineering Courses

{El ectives}
Type 2
Type 1

Type 3
Type 4

Projects, Internships, Assignments, ..

Typical Core Composition for EE

Mathematics 4/5 courses

Physics 3/4 Courses
Chemistry 1/2
Biology (?) 1
Humanities and Social Sciences
3/4

Maths: Calculus (1/2), Linear Algebra,

Discrete Maths, Complex Variables
Physics: General Physics, Electricity &
Magnetism (Adv), Modern Physics,

Relationship:COs and POs

{Course Outcomes}

{Program Outcomes}

How?

Every Course Leads to Some Outcomes. All the courses

together must cover all the POs (and PSOs). For a
course we map the COs to POs through the CO-PO
matrix shown below. Assume that it is for a course
EE111
CO

CO 1

PO PO 1

PO 2

PO 9
*

CO 2

CO n

Every Course Leads to Some Outcomes. All the courses

must cover the stated list of outcomes. One way of
verifying this to prepare a match matrix as shown below.
In the table below * could also be a number- typically
in (0,1) indicating level of attainment.
Course

EE 111

PO PO 1

PO 2

PO 9
*

EE 212

HS 101

*
*

NBAs Program Outcomes

They are interesting!

1. Engineering knowledge: Apply the knowledge of

mathematics, science, engineering fundamentals, andengg.
specialization to the solution of complex engineering problems.
2. Problem analysis: Identify, formulate, research
literature, and analyze engineering problems to arrive at
substantiated conclusions using first principles of
mathematics, natural, and engineering sciences.
3. Design/development of solutions: Design
solutions
for complex engineering problems and design system
components, processes to meet the specifications with
consideration for the public health and safety, and the
cultural, societal, and environmental considerations.
4. Conduct investigations of complex

problems:
Use research-based knowledge including design of

5. Modern tool usage: Create, select, and apply

appropriate techniques, resources, and modern engineering
and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
6. The engineer and society: Apply reasoning informed
by the contextual knowledge to assess societal, health,
safety, legal, and cultural issues and the consequent
responsibilities relevant to the professional engineering
practice.
7. Environment and sustainability: Understand
the
impact of the professional engineering solutions in societal
and environmental contexts, and demonstrate the
knowledge of, and need for sustainable development.
8. Ethics: Apply ethical principles and commit to
professional

9. Individual and team work: Function effectively as an

individual, and as a member or leader in teams, and in
multidisciplinary settings.
10. Communication: Communicate effectively with the
engineering community and with society at large. Be able to
comprehend and write effective reports documentation. Make
effective presentations, and give and receive clear
instructions.
11. Project management and finance: Demonstrate
knowledge and understanding of engineering and
management principles and apply these to ones own work,
as a member and leader in a team. Manage projects in
multidisciplinary environments.
12. 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.

Some Sample Program Outcomes

Engineering knowledge: Apply the
knowledge of mathematics, science,
engineering fundamentals, and engg.
specialization to the solution of
complex engineering problems?

Examples
Problems that can not be solved by just
direct application of techniques and
theorems taught in the course. (Different
from most problems at the end of chapters in
a typical text book that allow more or less
simple and direct approach).

Problems that may or may not have a unique

solution. For example, a design problem can
be solved in many ways and leads to different
solutions.
Could require the students to define
appropriate constraints/ requirements not
explicitly mentioned in the problem statement
(like: cost, power requirement, life span etc).

There would be a need for the problem to be

defined in an appropriate mathematical
framework (taking into account any physics
required).
In a design problem there would be a need for
use of a modern computational tool. For
example, in the design of an antenna or a
DSP filter.

PO 2: Problem analysis: Identify, formulate, research literature,

and analyze engineering problems to arrive at substantiated conclusions using
first principles of mathematics, natural, and engineering sciences.

In engineering practice one would be given only a

statement on What is the Problem or How it
manifests itself
Like- The engine vibrations are very high and no
other clue.
You have to figure out- How vibrations are
examined, measured, sources detected and so on.
Text book problems lay out the whole framework for
you.

Assessment and Evaluation

Assessment
It is one or more processes that identify,
collect, and prepare data to evaluate
the achievement of Program Outcomes
and program educational objectives

Evaluation
These are processes for interpreting the data
and evidence accumulated through
assessment practices.
Evaluation determines the extent to which
POs or PEOs are being achieved and results
in decisions and actions to improve the
program as also for accreditation

Assessment and Evaluation

Qu. What is it that we are trying to assess?
Ans. Have the Graduates qualified for the Profession.
But, we assess the students continually as they progress
through the program!
So, most of the tools used here can be the ones that we
use regularly, like: In-Semester exam, End-Semester
exam, Tutorials, Quizzes, Assignments, and (may be)
some more.

Assessment and Evaluation

Qu. What is it that we are trying to assess?
Ans. Have the Graduates qualified for the Profession.
But, we assess the students continually as they progress
through the program!
So, most of the tools used here can be the ones that we
use regularly, like: In-Semester exam, End-Semester
exam, Tutorials, Quizzes, Assignments, and (may be)
some more.

Qu. Then, what has changed?

Ans. What has changed is: Now, we have to make
assessments against the POs that we have declared as
creating the required profile of the Graduate. Thus
Assessment and Evaluation have to address this new
requirement (and that is the Catch).
These new needs influence the constructs of assessment
and evaluation tools so that claims of COs and POs can
be substantiated.

Typical Assessment Tools

Mid-Semester and End
Semester Examinations**
Tutorials*
Home Assignments*
Project work- Viva-Voce,
Seminars etc.***
Employer/Alumni Feedback
More

An Example
A Group Project Assignment:- Design a SMPS for 12V, 500 mA
Claimed Course Outcomes: Team Work, Advanced Electronic
System Design, Environment, Ethics.
Assessment: Detailed Project Report, Discussion with the Instructor.
Evaluation of Attainment: (scale of 1, 5)
1. Design basically sound and in working condition,
3

attainment

2. Report shows EMI/EMC issues taken into account- Environment

attainment 4
3. Report mentions EMI/EMC standards attainment 5

TYPICAL ASSESSMENT TOOL

TYPES:

Direct, Indirect

Illustrative Example- PO1

Assessment- Direct
Evidence through analysis of: Exam questions,
Tutorials, Assignments,
List all the COs for the course
Look* for questions that allow assessment of
any of COs. {examine extent of relevance}
% of students who answered correctly.This establishes level of attainment of those
COs.
Continued

How to analyze questions?

Does the question require just memory
recall?
Can be solved by direct application of
text book material?
It requires you to frame the problem
in appropriate context?
Apply knowledge (engineering,
maths, science) to arrive at a solution.

Capability to apply Mathematics,

Physics to Engineering
DoProblems
the questions require students to apply

mathematical methods to answer the

question?
Or, is he required to show an understanding of
laws of physics- conservation of energy,
electric charges, balance of forces, magnetic
induction, etc; to solve the problem
Such a CO would (If its attainment is
established} lead to attainment of PO
1.

Sample Question
S1
S2
R1
C

R2

At t = 0, capacitor is charged to V volts. The two resistances are of equal

value. Switch S1 is closed at t= 0. Determine the time interval during which if
the switch S2 closed the energy dissipated in R2 is greater than1/4, but less
than 3/8 of the energy stored on the capacitor. Note- a capacitor charged to V
volts discharges through a resistance R as V exp ( -t/RC)

One More
R>0
C1

C2

Capacitors are of the same value, 1F; and C1 is charged to V

volts. C2 is in fully discharged state. The switch s closed at t =
0. Determine the energy dissipated in R at t = infinity

Next Step
Establish Attainment levels for all the COs
applicable for that course. Inspect the
evidence available for the purpose.
Then, as per the CO PO matrix, created for
the purpose, map these results into PO
attainment levels.
Continue this with selected set of courses so
that all the POs (and PSOs) are attained

Course Outcomes
Problem: Independent signals {fi (t)}, i = 1, 2, 3, ...,N,
all band limited to B Hz are to be sent in TDM
mode on a communication channel of bandwidth B0
Hz.
Determine B0 .

You need to state all assumptions that you make (and

why?). Just getting the value of B0 correct does not
carry much credit.

Solution: By the sampling theorem each signal is to be sampled at

the rate of 2B samples/ sec, or at the intervals (t) = 1/2B. So, the
MUX will collect 2NB samples/ sec from all the N-signals. At the
channel input the interval between two samples (by Assumption
2) will be (t) = 1/ 2NB.
Assume (1): that the channel is ideal, low-pass its impulse
response is {Mathematical Modeling of a Physical System, PO2}
sin (2 B0 t)/ (2 B0 t). It has zeroes at intervals of 1/2B0
Assume (2): The samples at the input of the channel are equispaced
{Uniform}. {Ability to Understand Convolution and fix Placements,
PO3}
The channel output, if (Assume 3) sampled synchronously, will
provide correct sample values to individual outputs. {Ability to
Understand Convolution and fix Placements, PO3}
Then, we require (t) = 1/ 2NB = 1/2B0 ,

For Evaluators
1. It may not be possible to do such an exercise for every
course.
2. A subset of courses that would cover ALL the Program
Outcome could be selected.
3. As can be seen from the examples, there is evidence on
record for all the outcomes claimed.
4. Evaluators Report will typically record these
findings

If attainment Levels for ALL POs are

fine You are Through!

PAUS
E

Criteria 1

PEO, Vision and Mission

VISION STATEMENT
Vision: Since it is a statement of what the
management would like the institution to be
and not of what it is planning to
do
it could read something like this: To be a preferred
destination for prospective students who wish to
become top of the line electrical engineering
professionals.*

Mission
Mission:

The operating phrase for the Mission is- what

it plans to do?-the action
To build an institution with high end infrastructure, and with
an academic program {in terms of curriculum, faculty etc}
which will produce graduates who can meet the needs of the
EE industry in Mumbai.

An Illustrative
Example for Criterion
1
PEO, Vision, and
Mission

Illustrative Example
for criteria 1 of
SAR
Assumptions: The Institution is located
at Mumbai and the SAR is for a program
in Electrical Engineering (EE)

PEOs:
Before starting the program the question that needed to be
answered is: Qu. Is this program required and if so by whom?
Ans: Mumbai and its environs have a good, large and very
robust electrical engineering industry.
Examples: L&T, Crompton-makers of heavy equipmenttransformers, S/W
Companies that design/ build/operate power distribution
networks
e.g. Tata Electric. Companies that help build generating
stations.
Hundreds of medium, small companies working in electrical power
arena.
Requirement of qualified, capable engineers is very large.
They should be capable of working in the field as well as in

Defining of PEOs:

(1)Deliberations with the stakeholders to understand their

needs. In our case the major stakeholder is the EE industry in
Mumbai. Then there are others: Faculty (within and
outside), alumni, Govt. All may be consulted.
(2)These are then checked for consistency with POs as
defined by the NBA.
(4)The entire process may go through a few iterations.
(5)All these steps need to be properly documented for
accreditation.

PEO:
So the PEO could be like- To create graduates
who could meet the needs of this vast industry, for
engineers capable of handling all the variability
in the work of this industry. {List these
employment profiles as PEOs}
Graduates should be able to pursue a graduate
program in EE as there is also a need for
engineers with PG qualifications.

Contrast this with an higher-end

institution. It would like to graduate
engineers who could handle much more
complex tasks such as: designing of
electrical equipment, analyze
performance of a power system
network.
So, its PEO will reflect these needs, and
as a consequence everything down the
chain will be different

Program Educational Objectives process

POs and PSOs

108

Attainment of
POs / PSOs

109

Course Outcomes

110

CO Attainment

111

Closing the Quality Loop

All the processes required for accreditation need to
have the step of closing the loop.
A model useful for understanding this is the Demings
Quality Cycle:
PLAN
DO

ACT
CHECK

We plan the activity; do it; measure the performance

(check); and finally based on what was planned and
what was actually achieved, initiate appropriate
action commencing the next round of the quality
cycle.
112

Detailed Explanation of
all Criteria

SAR Contents
Serial Code &

Item

Link to the Item

PART A

Institutional Information

PART B

Criteria Summary
Program Level Criteria

Vision, Mission and Program Educational Objectives

Program Curriculum and Teaching Learning Processes

Course Outcomes and Program Outcomes

Students Performance

Faculty Information and Contributions

Facilities and Technical Support

Continuous Improvement
Institute Level Criteria

First Year Academics

Student Support Systems

10

Governance, Institutional Support and Financial Resources

PART C

Declaration by the Institution

Annexure- I

Program Outcomes (POs) & Program Specific

Outcomes (PSO2 s)

PART A: Institutional Information

1. Name and Address of the Institution:
2. Name and Address of the Affiliating University:
3. Year of establishment of the Institution:
4. Type of the Institution:
University
Deemed University
Government
Aided
Autonomous
Affiliated
115

PART A: Institutional Information

5. Ownership Status:
Central Government
State Government
Government Aided
Self financing
Trust
Society
Section 25
Company
Any Other
(Please
specify)
Provide Details:
116

6. Other Academic Institutions of the Trust/Society/Company etc., if any:

Name of the
Institution(s)

Year of
Establishment

Programs
of Study

Location

* Note: Add rows as needed

7. Details of all the programs being offered by the institution under

consideration:

S.No.

Program
Name

Year
of
Start

Intake

Increase in
intake, if
any

Year of
increase

AICTE
Approval

Note: Add rows as needed

117

Accreditation
Status*

Write applicable one:

Applying first time
Granted provisional accreditation for two years for the period(specify period)
Granted accreditation for 5 years for the period (specify period)
Not accredited (specify visit dates, year)
Withdrawn (specify visit dates, year)
Not eligible for accreditation
Eligible but not applied
8. Programs to be considered for Accreditation vide this application:
S. No.
1.

Program Name

N.
118

9.Total number of employees in the institution:

A. Regular* Employees (Faculty and Staff):
Items
Faculty in Engineering

CAY
Min
Max

CAYm1
Min
Max

CAYm2
Min
Max

M
F

Faculty in Maths,
Science & Humanities

Non-teaching staff

F
F

* Means
Full time on roll with prescribed pay scale. An employee on contract for a period
of more than two years AND drawing consolidated salary equal or higher than
applicable gross salary shall only be counted as a regular employee
Prescribed pay scales means pay scales notified by the AICTE/Central
Government and implementation as prescribed by the State Government. In
case State Government prescribes lesser consolidated salary for a particular
cadre then same will be considered as reference while counting faculty as a
7
regular faculty

CAY: Current Assessment Year

CAYm1: Current Assessment Year minus 1
CAYm2: Current Assessment Year minus
2
B. Contractual Staff Employees (Faculty and Staff): (Not covered in Table A):
CAY

Items

Min

Faculty in
Engineering

Faculty in Maths,
Science &
Humanities

Non-teaching staff

Max

CAYm1
Min

CAYm2

Max

F
F
M
F
120

Min

Max

10. Total number of Engineering Students:

Item
Total no. of boys

CAY

CAYm1

CAYm2

Total no. of girls

Total no. of students

Instruction:
The data may be categorized in tabular form separately for undergraduate,
postgraduate engineering, other program, if applicable
Note:
In case the Institution is running AICTE approved additional courses such as
MBA, MCA in the first shift, engineering courses in the second shift, Polytechnic
in Second shift etc., separate tables with the relevant heading shall be prepared
11. Vision of the Institution:
12. Mission of the Institution:
121

13. Contact Information of the Head of the Institution and NBA coordinator, if
designated:
1. Name:
Designation:
Mobile No:
Email id:
2. NBA coordinator, if designated:
Name:
Designation:
Mobile No:
Email id:
122

PART B - CRITERIA SUMMARY

Criteria
No.

Weightage

Criteria

/Marks

Program level Criteria

1.

Vision, Mission and Program Educational Objectives

60

2.

Program Curriculum and TeachingLearning Processes

120

3.

Course Outcomes and Program Outcomes

120

4.

Students Performance

150

5.

Faculty Information and Contributions

200

6.

Facilities and Technical Support

80

7.

Continuous Improvement

50

Institute Level Criteria

8.

First Year Academics

50

9.

Student Support Systems

50

10.

Governance, Institutional Support and Financial Resources

Total

120

1000
11

Vision, Mission and Program

CRITERION

60

Educational Objectives

1.Vision, Mission and Program Educational Objectives (60)

1.

State the Vision and Mission of the Department and Institute (5)

Vision statement typically indicates aspirations and Mission statement states

the
broad approach to achieve aspirations
Should be written in a simple language, easy to communicate and should define
objectives which are out of reach in the present context
Should be understood and shared by the people within the system
Institute Vision and Mission statements to ensure consistency with the department
Vision and Mission statements
.

Availability (1) + Appropriateness

(2) + Consistency (2)

124

Few Examples:
1.

IIT Mumbai :
Vision:
To
be the
fountainhead
technology and science

of new
ideas

and of innovations in

Mission:
To create an ambience of academic excellence in which new
ideas, research and scholarship flourish and from which the
leaders and innovators of tomorrow emerge

125

2. IIT, Delhi:
Vision:
To contribute to India and the World through excellence in scientific
and technical education and research; to serve as a valuable
resource for industry and society; and remain a source of pride for
all Indians
Mission:
To generate new knowledge by engaging in cutting-edge research
and to promote academic growth by offering state-of-the-art
undergraduate, postgraduate and doctoral programs
To identify, based on an informed perception of Indian, regional and
global needs, areas of specialization upon which the institute can
concentrate
To undertake collaborative projects which offer opportunities for
long-term interaction with academia and industry
To develop human potential to its fullest extent so that intellectually
capable and imaginatively gifted leaders can emerge in a range of
professions
14

Few Examples loaded with heavy words:

Vision:
"To be
Centre of Academic Excellence, to provide the
technical
Teaching
best
a
education through innovative methods
process in a rapidly changingof
scenario
& to
Learning high quality professionals
world
a
sense of
produce with
deep
our
country's
culture, heritage and values
Mission:
To provide 'education for living & livelihood' as well as 'education
for life' by focusing on the inculcation of human & moral values, to
empower learners by providing world class education coupled
with
leadership and professional skills. Our mission is to
transform attitudes, values & priorities by changing mindset,
rejuvenate our learners, and infuse positive energy to take up
challenges of life
127

Few Examples loaded with heavy words:

Vision:
Empowerment through knowledge.
Mission:
To inculcate the blend of competence, aptitude of knowledge and
investigate flair through devising a supportive surrounding for
learners and fairness. This self induced team shall put in honest
efforts for its sustainability

128

2.

State the Program Educational Objectives (PEOs) (5)

State the Program Educational Objectives (3 to

5) Availability & Correctness
Indicative:
Typically under the following five broad
categories:
1. Preparation Employment/Higher studies
2. Core competence Discipline knowledge
3. Breadth T Shaped Engineer
4. Professionalism 3 Ps Professional valueknowledgedevelopment
5.

Life long learning Environment

129

1.3. Indicate where the Vision, Mission and PEOs are published and
disseminated among stakeholders (10)
Describe where (websites, curricula, posters etc.) the Vision, Mission and
PEOs are published
Detail the process which ensures awareness among internal and external
stakeholders
Effective process implementation
Internal
stakeholders may include Management, Governing
Board Members, faculty, support staff, students etc.
External stakeholders may include employers, industry, alumni,
funding agencies, etc.
Adequacy (2) + Process (2) + Extent of Awareness (6)
Availability on Institute website under relevant program
link
Availability at department notice boards
HoD Chamber
Department website, if available
Availability in department level documents

18

Vision, Mission and Program Educational Objectives

Internal:
Stakeholder

Purpose
- Defining growth plan and road map
Promoter/Managemen - Providing physical, human and financial
t
resources
Governing Board
- Formulation of policies
members
- Implementer (Contributor) of Policies
- Key contributor in
Human Resources
developing/implementing growth
(Faculty and Support
plan
Staff)
- Responsible for producing competent
graduates/product from the Institution
- Product of the Institution and responsible
Students
for creating
institute image
131

Vision, Mission and Program Educational Objectives

External:
Stakeholder
Employer

Purpose

- Employing graduates and making an assessment on

competence and industry readiness
Industry
- Employer as well as participant in curriculum
development and industry institute activities
- Able to co-relate learning and practice
Alumni
- Provides appropriate to the department/program
committee
- Provides financial assistance to the Institution and
Funding Agencies
interacts
with the PrincipalInvestigator/Faculty of the
department
/program
Regulatory/Accred - Prescribes norms and standards to ensure quality
iting
assurance and enhancement
Authorities
Society
- Provides intangible outcome from the Institution
perspective
132

1.4. State the process for defining the Vision and Mission of the
Department, and PEOs of the program (25)
Articulate
the process for defining the Vision and
Mission department
and PEOs of the program
Vision and Mission process (10) + PEOs process (15)
Process to ensure:
Effective participation of Stakeholders
Effective Process implementation
Documentary evidence

133

of the

 Vision and Mission statement development process may include

following steps:
- Step I Brainstorming:
1st level - Promoters, Administrators, Faculty
2nd level Current
3rd

Students

level Employers, Alumni, Industry Experts

- Step II Benchmarking with the similar category

Institutions: Understanding Vision and Mission
- Step III Validation by the experts from academia and industry
- Step IV Wide publicity in the Institution
- Step V Review in closed loop every 5-7 years
There should be a committee at Institute-department level to
ensure appropriate formulation, implementation and review of
Vision and Mission statements and its development/review process
134

VMOs/PEOs/POs/COs
D

Vision, Mission &

Objectives

Program Educational Objectives

(PEOs)

V
E
L
O
P

Program Outcomes & Program Specific Outcomes

(POs & PSOs)
Course
Outcome
1

Course
Outcome
2

Course
Outcome
n

T
A
I
N
M

135

PEOs Creation & Validation

Start
Process
Brainstorming sessions to define Program
Educational Objectives PEOs in global context
Benchmarking &Validating defined PEOs
Curriculum Mapping based on PEOs (and Outcomes)
Curriculum Delivery
Feedback from stakeholders (Students /
Faculty / Alumni/ Employers / Advisory / BoS)
Feedback Analysis validation
by Experts
Incorporate Modifications

Yes

Is modification
Needed ?
136

No

1.5. Establish consistency of PEOs with Mission of the Department (15)

Generate a Mission of the Department PEOs matrix with justification and
rationale of the mapping
PEO Statements

M1

M2

Mn

PEO1:
PEO2:
PEO3:
PEO4:
PEO5:
Note: M1, M2, . . Mn are distinct elements of Mission statement. Enter correlation
levels 1, 2 or 3 as defined below:
1: Slight (Low)
2: Moderate (Medium)
3: Substantial (High)
It there is no correlation, put -
Matrix Preparation (5) + Consistency/Justification (10)
137

PEOs and Mission Statement mapping - justification:

Mapping

Justification

PEO1 with M1 and

Mn
PEO2 with M2

PEOn with M3 &

M4
138

Program Curriculum and Teaching

CRITERION 2

120

Learning Processes

2. Program Curriculum and Teaching-Learning Processes (120)

1.

Program Curriculum (20)

1.State the process used to identify extent of compliance of the

University curriculum for attaining the Program Outcomes and Program
Specific Outcomes as mentioned in Annexure I. Also mention the
identified curricular gaps, if any (10)
State the process details
Mention identified curricular gaps
Extent of compliance
.

Effective Process implementation (6) + Curricular Gaps

(4)
139

2.1.2. State the delivery details of the content beyond the syllabus for
the attainment of
POs & PSOs (10)
Details of the additional course/learning material/content/laboratory
experiments/projects etc. to cover the gaps
Institute to provide inputs to the Affiliating University regarding curricular gaps
and possible addition of new content/add-on courses in the curriculum to better
attain program outcome(s)

Intimation to the University (2) + Delivery details (5) + Mapping (3)

CAY, CAYm1, CAYm2
S.No.

Gap

Action

Date-Month-

Resource Person

No. of students

Relevance to POs,

taken

Year

with designation

present

PSOs

Documentary evidence
Availability & Appropriateness of Mapping

140

2.2. Teaching-Learning Processes (100)

2.2.1. Describe Processes followed to improve quality of Teaching &
Learning (25)
Processes may include adherence to academic
and implementation of pedagogical initiatives such as
Real life examples

calendar

Collaborative learning
Quality of laboratory experience with regard to conducting experiments
Recording observations
Analysis of data etc
Encouraging bright students
Assisting weak students etc
ICT supported learning
Interactive classrooms

Academic Calendar (3) + Pedagogical initiatives (3) + Weak and Bright students (4) +
Classroom teaching (3) + Experiment (3) + Continuous Assessment in Lab (3) + Student
feedback of T-L and action taken thereof (6)
Documentary evidence

141

2.2.2. Quality of internal semester Question papers, Assignments

and Evaluation (20)
Mention the initiatives, Implementation details and analysis of learning
levels related to
-

Quality of Semester Question papers

Assignments
Evaluation
Relevance to COs

Process to ensure quality (5)

Process to ensure quality of question paper
perspective (5)

from
outcomes/learning

Evidence of COs coverage (5)

Quality of assignments and relevance to COs
(5)
142

2.2.3. Quality of student projects (25)

Consideration to factors including, but not limited to
- Environment
Safety
Ethics
Cost
Type (application, product, research, review etc.)
Standards
Processes related to project identification, allotment, continuous
monitoring, evaluation
- Demonstration of working prototype sand enhancing the relevance of
projects.
- Mention Implementation details including details of Pos and PSOs
addressed
with justification
-

Identification of projects and allocation methodology (3)

Types and relevance of the projects and their contribution towards attainment of POs(5)
Process for monitoring and evaluation (5)
Process to assess individual and team performance (5)
Quality of completed projects/working prototype(5)
Evidences of papers published /Awards received by projects etc. (2) 143

2.2.4. Initiatives related to industry interaction (15)

Industry supported laboratories (5)
Industry involvement in the program design and partial delivery of any
regular courses for students (5)
Impact analysis of industry institute interaction and actions
taken thereof (5)
Type of Industries, type of labs, objectives, utilization
and effectiveness
Impact analysis
Documentary evidence
2.2.5. Initiatives related to industry internship/summer
training (15)
Industrial training/tours for students (3)
Industrial /internship /summer training of more than
post training Assessment (4)
Impact analysis of industrial training (4)
Student feedback on initiatives (4)

two weeks and

144

 Type of Industries, planned or non-planned activity

Objectives clearly

defined

No. of students participated

Relevant area of training
Visit report documented
Documentary evidence
Effectiveness including relevant area of the training
Impact analysis and feedback format, analysis and actions taken
(Will also be verified during interaction with students)

145

CRITERION

3 Course Outcomes and Program Outcomes

120

3. Course Outcomes and Program Outcomes (120)

1.

1.

Establish the correlation between the Courses and the

Program Outcomes (POs) and Program Specific Outcomes
(PSOs) (20)
Course Outcomes (COs)

SAR should include course outcomes of One course/Semester (3rd to

8th) of study, however, should be prepared for all courses and made
available as evidence, if asked) (05)
Number of Outcomes for a Course is expected to be around 6.
Course Name: Ciii Year of Study: YYYY YY; for ex. C202 Year of
study 2013-14
146

C202.1

<Statement>

C202.2

<Statement>

C202.3

<Statement>

C202.N

<Statement>

Evidence of COs being defined for every course (5)

Appropriateness of the statements

147

3.1.2. CO-PO matrices of courses selected in 3.1.1 (six matrices to be

mentioned; one per semester from 3rd to 8th semester) (05)
CO
PO1
C202.1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9 PO10 PO11 PO12

C202.2
C202.3
C202.N
C202

Note:
Enter correlation levels 1, 2 or 3 as defined below:
1: Slight (Low)

2: Moderate (Medium)

3: Substantial (High)

It there is no correlation, put -

Similar table is to be prepared for PSOs
Justification of the mapping

148

3.1.3. Program level Course-PO matrix of all

courses INCLUDING first year courses (10)
Course PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

PO10 PO11 PO12

C101
C202
C303
.
.
C4

Note:
Enter correlation levels 1, 2 or 3 as defined below:
1: Slight (Low)
2: Moderate
(Medium)
It there is no correlation, put -

3: Substantial (High)

It may be noted that contents of Table 3.1.2 must be consistent with information available in
Table 3.1.3 for all the courses.
Similar table is to be prepared for PSOs
Justification of the mapping

37

2.
1.

Attainment of Course Outcomes (50)

Describe the assessment processes used to gather the data upon which
the evaluation of Course Outcome is based (10)
Examples of data collection processes may include, but are not limited to
-. Specific exam/tutorial questions
-. Assignments
-. Laboratory tests
-. Project evaluation,
-. Student portfolios.
A portfolio
is a collection of artifacts that demonstrate
personal
skills,
characteristics,
and accomplishments created by the student during study
period, internally developed assessment exams, project presentations, oral
exams etc.

List of Assessment process (2)

Quality and relevance of processes and tools (8)

150

3.2.2. Record the attainment of Course Outcomes of

all courses with respect to set attainment levels
(40)
Program shall have set Course Outcome attainment
levels for all courses
The attainment levels shall be set considering average
performance levels in the University Examination or any
higher value set as target for the assessment years
Attainment level

Student performance in internal assessments with respect the

Course Outcomes

Performance in the University Examination

Methodology to define attainment levels and its compliance,

data collection, verification, analysis and decision making
151

Measuring Course Outcomes attained through

University Examinations
Note: For cases where the University does not provide useful indicators like
average or median marks etc., the program may choose an attainment level on its
own with justification
Example related to attainment levels Vs. targets:
(The examples indicated are for reference only. Program may appropriately
define levels)
Attainment Level 1: 60% students scoring more than University
average percentage marks or set attainment level in the final examination
Attainment Level 2: 70% students scoring more than University
average
percentage marks or set attainment level in the final examination
Attainment Level 3: 80% students scoring more than University
average percentage marks or set attainment level in the final examination
Attainment is measured in terms of actual percentage of students getting set percentage of
marks
If targets are achieved then all the course outcomes are attained for that year Program is
expected to set higher targets for the following years as a part of continuous improvement
If targets are not achieved the program should put in place an action152
plan to attain the

Measuring CO attainment through Internal Assessments:

(The examples indicated are for reference only. Program may appropriately
define levels)
Target may be stated in terms of percentage of students getting more than class
average marks or set by the program in each of the associated COs in the
assessment instruments (midterm tests, assignments, mini projects, reports and
presentations etc. as mapped with the COs
Example
Mid-term test 1 addresses C202.1 and C202.2. Out of the maximum 20 marks for
this test 12 marks are associated with C202.1 and 8 marks are associated with
C202.2
Examples related to attainment levels Vs. targets:
Attainment Level 1: 60% students scoring more than 60% marks out of the
relevant maximum marks
Attainment Level 2: 70% students scoring more than 60% marks out of the
relevant maximum marks
Attainment Level 3: 80% students scoring more than 60% marks out of the
relevant maximum marks
41

 Attainment is measured in terms of actual percentage of students getting set

percentage of marks
If targets are achieved then the C202.1 and C202.2 are attained for that year.
Program is expected to set higher targets for the following years as a part of
continuous improvement
If targets are not achieved the program should put in place an action plan to
attain the target in subsequent years
Similar targets and achievement are to be stated for the other
midterm tests/internal assessment instruments
Course Outcome Attainment:
For example:
Attainment through University Examination: Substantial i.e. 3
Attainment through Internal Assessment: Moderate i.e. 2
Assuming 80% weightage to University examination and 20% weightage
to Internal assessment, the attainment calculations will be (80% of University
level)
+ (20% of Internal level ) i.e. 80% of 3 + 20% of 2 = 2.4 + 0.4 = 2.8
Note: Weightage of 80% to University exams is only an example. Programs may
decide weightages appropriately for University exams and internal
154 assessment
with due justification

3.3. Attainment of Program Outcomes and Program

Specific Outcomes (50)

155

PROGRAM OUTCOMES (ANNEXURE 1)

1.Engineering knowledge: Apply the knowledge of mathematics, science,
engineering fundamentals, and an engineering specialization to the solution of
complex engineering problems.
2.Problem analysis: Identify, formulate, research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
3.Design/development of solutions: Design solutions for complex
engineering problems and design system components or processes that meet
the specified needs with appropriate consideration for the public health and
safety, and the cultural, societal, and environmental considerations.
4.Conduct investigations of complex problems: Use research-based
knowledge and research methods including design of experiments, analysis and
interpretation of data, and synthesis of the information to provide valid
conclusions.
5.Modern tool
usage:
Create, and
apply
appropriate
select, and modern
techniques, IT
tools
including
resources, toengineering
and
prediction
and
complex engineering
activities
with an understanding
of the
modeling
limitations.
6.The engineer and society: Apply reasoning informed by the contextual
knowledge to assess societal, health, safety, legal and cultural issues and
consequent responsibilities relevant to the professional engineering practice.
the
44

7. Environment and sustainability: Understand the impact of the

professional engineering solutions in societal and environmental contexts,
and demonstrate the knowledge of, and need for sustainable development.
8. Ethics: Apply ethical principles and commit to professional ethics and
responsibilities and norms of the engineering practice.
9. Individual and team work: Function effectively as an individual, and as a
member or leader in diverse teams, and in multidisciplinary settings.

10.Communication: Communicate effectively on complex engineering activities

with the engineering community and with society at large, such as, being able
to comprehend and write effective reports and design documentation, make
effective presentations, and give and receive clear instructions.
11.Project management and finance: Demonstrate knowledge and
understanding of the engineering and management principles and apply
these to ones own work, as a member and leader in a team, to manage
projects and in multidisciplinary environments.
12.Life-long learning: Recognize the need for, and have the preparation and
ability to engage in independent and life-long learning in the broadest context
of technological change.
Program Specific Outcomes
Program specified 2 4 PSOs

157

3.3.1. Describe assessment tools and processes used for measuring the
attainment of each of the Program Outcomes and Program Specific
Outcomes (10)
Describe the assessment tools and processes used to gather the data upon which
the evaluation of each of the Program Outcomes and Program Specific Outcomes
is based indicating the frequency with which these processes are carried out
Describe the assessment processes that demonstrate the degree to which the
Program Outcomes and Program Specific Outcomes are attained and document
the attainment levels
List of Assessment tools and processes (5)
Quality /Relevance of assessment tools and processes (5)
Direct and Indirect Assessment Tools & Processes
Effective implementation
Assessment methodology
Indirect assessment formats/collection/analysis
Decision making
158

3.3.2. Provide results of evaluation of

each PO & PSO (40)
Program shall set Program Outcome attainment levels for all POs and PSOs
The attainment levels by direct (student performance) and indirect (surveys) are to
be presented through Program level Course-PO & PSO matrix as indicated
PO Attainment: Similar table is to be prepared for PSOs
Results and level of attainment of each PO/PSO (24)
Overall levels of attainment (16)
Appropriate attainment levels
Documentary evidences
Attainment from Core courses
159

Course

PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

PO10

C101
C102

.
.
C409

Direct
Attainment
Indirect
Attainment

160

PO11

PO12

Direct attainment level of a PO & PSO is determined by

taking average across all courses addressing that PO
and/or PSO. Fractional numbers may be used for example
1.55
Indirect attainment level of PO & PSO is determined based on the student exit
surveys, employer surveys, co-curricular activities, extracurricular activities etc.
Example:

1. It is assumed that a particular PO has been mapped to four courses C2O1,

C3O2, C3O3 and C4O1
2. PO attainment level will be based on attainment levels of direct assessment and
indirect assessment
3. For affiliated, non-autonomous colleges, it is assumed that while deciding on
overall attainment level 80% weightage may be given to direct assessment and
20% weightage to indirect assessment through surveys from students(largely),
employers (to some extent). Program may have different weightages with
appropriate justification
161

4. Assuming following actual attainment levels:

Direct Assessment
C201 High (3)
C302 Medium (2)
C303 Low (1)
C401 High (3)
Attainment level will be summation of levels divided by no. of courses
3+2+1+3/4= 9/4=2.25
Indirect Assessment

Surveys, Analysis, customized to an average value as per levels 1, 2 &

3.

Assumed level 2

5.
of

PO Attainment level will be 80% of Direct Assessment + 20%

Indirect
Assessment i.e. 1.8 + 0.4 = 2.2, Moderate/Medium level of attainment

Note: Similarly for PSOs

162

CRITERION 4

Students Performance

150

4. Students Performance (150)

Item
(Information to be provided cumulatively for all the shifts with explicit
headings, wherever applicable)

CAY

CAY CAY
m1

m2

Sanctioned intake of the program (N)

Total number of students admitted in first year minus number of
students migrated to other programs/institutions plus no. of students
migrated to this program (N1)
Number of students admitted in 2nd year in the same batch via lateral
entry (N2)
Separate division students, if applicable (N3)
Total number of students admitted in the Program (N1 + N2 + N3)

Note: PIO/FN quota students, if admitted, details shall also be mentioned

51

Number of students who have

successfully graduated without
backlogs in any semester/year of study
Year of entry

N1 + N2 + N3
(As defined above)

(Without Backlog means no

compartment or failures in any
semester/year of study)
I Year
II Year
III Year
IV Year

CAY
CAYm1
CAYm2
CAYm3 (LYG)
CAYm4 (LYGm1)
CAYm5 (LYGm2)

Similarly another table With Backlog

164

4.1. Enrolment Ratio (20)

Enrolment Ratio= N1/N

Item

Marks

(Students enrolled at the First Year Level on average basis

during the period of assessment)

>= 90% students

20

>= 80% students

18

>= 70% students

16

>= 60% students

14

Otherwise

165

4.2. Success Rate in the stipulated period of the program (40)

1.

Success rate without backlogs in any semester/year of

study (25)

SI = (Number of students who have graduated from the program without backlog)/ (Number of
students admitted in the first year of that batch and admitted in 2nd year via lateral entry and
separate division, if applicable)
Average SI = Mean of Success Index (SI) for past three batches
Success rate without backlogs in any year of study = 25 Average SI

2.

Success rate in stipulated period (15)

SI= (Number of students who graduated from the program 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 and separate division, if applicable)
Average SI = mean of Success Index (SI) for past three batches
Success rate = 15 Average SI

Note: If 100% students clear without any backlog then also total marks scored
will be 40 as both 4.2.1 & 4.2.2 will be applicable simultaneously
166

4.3. Academic Performance in Third Year (15)

Academic Performance = 1.5 * Average API (Academic Performance Index)
API = ((Mean of 3rd Year Grade Point Average of all successful Students on a 10
point scale) or (Mean of the percentage of marks of all successful students in Third
Year/10)) x (number of successful students/number of students appeared in the
examination)
Successful students are those who are permitted to proceed to the Final year
4.4. Academic Performance in Second Year (15)
Academic Performance Level = 1.5 * Average API (Academic Performance Index)
API = ((Mean of 2nd Year Grade Point Average of all successful Students on a 10
point scale) or (Mean of the percentage of marks of all successful students in
Second Year/10)) x (number of successful students/number of students appeared
in the examination)
Successful students are those who are permitted to proceed to the Third year

167

4.5. Placement, Higher Studies and Entrepreneurship

(40)
Assessment Points = 40 average placement
Item

CAY

CAYm1 CAYm2

Total No. of Final Year Students (N)

No. of students placed in companies or Government
Sector (x)
No. of students admitted to higher studies with valid
qualifying scores (GATE or equivalent State or National
Level Tests, GRE, GMAT etc.) (y)
No.
of
students
turned
engineering/technology (z)

entrepreneur

in

x+y+z=
Placement Index : (x + y + z )/N

P1

P2

Average placement= (P1 + P2 + P3)/3

168

P3

4.6. Professional Activities (20)

4.6.1. Professional societies/chapters and organizing engineering events (5)
Relevant details
Professional Society/Chapters (3)
No. and Quality of Engineering events organized at the Institute (2)
4.6.2. Publication of technical magazines, newsletters, etc. (5)
The Department shall list the publications mentioned earlier along with
the names of the editors, publishers, etc
Quality and relevance of the contents and print material (3)
Participation of students from the program (2)
4.6.3 Participation in inter-institute events by students of the program of
study (10)
The Department shall provide a table indicating those publications, which
received awards in the events/conferences organized by other institutes
Within the State (2)
Outside the State (3)
Prized/Awards received (5)

57

Faculty Information and

CRITERION 5

200

Contributions

5. Faculty Information and Contributions (200)

Distribution of Teaching
Load (%)
Nam
e of
the
Facu
lty
Me
mbe
r

Desig
Qualification

nation
(all
the
desig

Degre

Unive Year

rsity

(starti
ng

of

nation
s

Gradu since
ation joinin
g the

1st

Date
of

Ye

UG

ar

Joini
ng
the
instit
ution

In
Othe
r
prog
ram Prog
ram

PG

Academic Research
Facult
y
Receiv
ing
Ph.D.
Ph.D. Guida
during
nce
the
Asses
sment
Years

Resea
rch
Paper
Public
ations

Spon
Consul
sored
tancy
Rese
and
arch
Produc
(Fund
t
ed
Develo
Rese
pment
arch)

Special
ization

5.1. Student-Faculty Ratio (SFR) (20)

S:F ratio = N/F; N=No. of students= 3x where x is (approved intake + 20% lateral
entry intake+ separate division, if any)
F = No. of faculty = (a + b c) for every assessment year
a: Total number of full-time regular Faculty serving fully to 2nd, 3rd and 4th year of
the this program
b: Total number of full-time equivalent regular Faculty(considering fractional load)
serving this program from other Program(s)
c: Total number of full time equivalent regular Faculty(considering fractional load)
of this program serving other program(s)

Marks to be given proportionally from a maximum of 20 to a minimum of 10 for

average SFR between 15:1 to 20:1, and zero for average SFR higher than 20:1
171

5.2. Faculty Cadre Proportion (25)

The reference Faculty cadre proportion is 1(F1):2(F2):6(F3)
AF2
x
C. adre Proportion Marks = AF1
0.6 RF1 + RF2

AF3 x 0.4
RF3

x 12.5

If AF1 = AF2= 0 then zero marks

Maximum marks to be limited if it exceeds 25
Example: Intake = 180; Required number of Faculty: 12; RF1= 1, RF2=2 and
RF3=9
Case 1: AF1/RF1= 1; AF2/RF2 = 1; AF3/RF3 = 1;
Cadre proportion marks = (1+0.6+0.4) x12.5 = 25
Case 2: AF1/RF1= 1; AF2/RF2 = 3/2; AF3/RF3 = 8/9;
Cadre proportion marks = (1+0.9+0.3) x12.5 = limited to 25
Case 3: AF1/RF1=0; AF2/RF2=1/2; AF3/RF3=11/9;
Cadre proportion marks = (0+0.3+0.49) x12.5 = 9.87
172

5.3. Faculty Qualification (25)

FQ =2.5 x [(10X +6Y)/F)] where x is no. of regular faculty with Ph.D., Y is no. of
regular faculty with M.Tech., F is no. of regular faculty required to comply 1:15
Faculty Student ratio (no. of faculty and no. of students required are to be
calculated as per 5.1)
5.4. Faculty Retention (25)
No. of regular faculty members in CAYm2=

CAYm1
=

CAY
=

Item

Marks

(During the period of assessment keeping CAYm2 as base year)

>= 90% of required Faculty members retained

>= 75% of required Faculty members retained

25
20

>= 60% of required Faculty members retained

15

>= 50% of required Faculty members retained

10

<

50% of required Faculty members retained

173

5.5. Innovations by the Faculty in Teaching and Learning

(20)
Innovations by the Faculty in teaching and learning shall be summarized as per the following
description:
Contributions to teaching and learning are activities that contribute to the improvement of
student learning. These activities may include innovations not limited to

Use of ICT
Instruction delivery
Instructional methods
Assessment
Evaluation and inclusive class rooms that lead to effective, efficient and engaging
instruction
Any contributions to teaching and learning should satisfy the following
criteria:
The

work must be made available on Institute website (4)

The work must be available for peer review and critique (4)
The work must be reproducible and developed further by other scholars (2)
Statement of clear goals, use of appropriate methods, significance of results,
effective
presentation (10)
The department/institution may set up appropriate processes for making174
the contributions

5.6. Faculty as participants in Faculty development/training activities/STTPs

(15)

A Faculty scores maximum five points for participation

Participation in 2 to 5 days Faculty development program: 3 Points

Participation

>5 days Faculty development program: 5 points

Max. 5 per Faculty

Name of the Faculty

CAY

CAYm1

Sum
RF= Number of Faculty required to comply with
15:1 Student-Faculty ratio as per 5.1
Assessment = 3 (Sum/0.5RF)
(Marks limited to 15)
Average assessment over three years (Marks limited to 15) =

175

CAYm2

5.7. Research and Development (30)

5.7.1. Academic Research (10)
Academic research includes research paper publications, Ph.D. guidance, and
faculty receiving Ph.D. during the assessment period.
Number of quality publications in refereed/SCI Journals, citations,
Books/Book
Chapters etc. (6)
Ph.D. guided /Ph.D. awarded during the assessment period while working in the
institute (4)
5.7.2. Sponsored Research (5)
Funded research from outside
Provide a list with Project Title, Funding Agency, Amount and Duration
Funded
research
from outside; Cumulative5during
Amount
>20 Lacs
MarksAssessment years:

4 Marks
Amount >=12
>=16Lacs
Lacs and < 16
=20Lacs
Lacs 3 Marks
Amount
2 Marks

>=8 Lacs and < 12 Lacs

Amount >=4 Lacs and < 8 Lacs
1 Mark
Amount < 4 Lacs
0 Mark

64

5.7.3. Development activities (10)

Provide details:

Product Development
Research laboratories
Instructional materials
Working models/charts/monograms etc.

5.7.4. Consultancy (from Industry) (5)

Provide a list with Project Title, Funding Agency, Amount and Duration
Funded research from outside; Cumulative during Assessment years:
Amount >10 Lacs
5 Marks

4 Marks
Amount >=6
>=8Lacs
Lacs and <=10
< 8 Lacs
Lacs 3 Marks
Amount >=4 Lacs and < 6 Lacs 2 Marks
Amount > =2 Lacs and < 4 Lacs 1 Mark
Amount < 2 Lacs
0 Mark
177

5.8. Faculty Performance Appraisal and Development System (FPADS) (30)

An effective performance appraisal system for Faculty is vital for optimizing the
contribution of individual Faculty to institutional performance
The assessment is based on:

A well-defined system for faculty appraisal for all the assessment years (10)
Its implementation and effectiveness (20)

5.9. Visiting/Adjunct/Emeritus Faculty etc. (10)

Adjunct faculty also includes Industry experts. Provide details of participation and
contributions in teaching and learning and /or research by
visiting/adjunct/Emeritus faculty etc. for all the assessment years:
Provision of inviting visiting/adjunct /Emeritus faculty (1)
Minimum 50 hours per year interaction with adjunct faculty from industry/retired
professors etc.
Minimum 50 hours interaction in a year will result in 3 marks for that year; 3
marks x 3 years = 9 marks
178

Facilities and Technical

CRITERION 6

80

Support

6. FACILITIES AND TECHNICAL SUPPORT (80)

1.

S
N

Adequate and well equipped laboratories, and technical manpower (30)

Name of the
Laboratory

No. of
students
per
setup(Batc
h Size)

Name of the
Important
equipment

Weekly
utilization
status (all
the courses
for which
the lab is
utilized)

Technical Manpower support

Name of
the
technical
staff

Designat
ion

1.

N.

179

Qualification

6.2. Additional facilities created for improving the quality of learning experience
in laboratories (25)
Sr.
No.

Facility Name

Details

Reason(s) for

Areas in which

creating

students are

facility

Utilization

expected to have
enhanced learning

1.

N.

3.

Laboratories: Maintenance and overall ambiance (10)

Self-Explanatory

4.

Project laboratory (5)

Mention facility & Utilization
180

Relevance
to
POs/PSOs

6.5. Safety measures in laboratories (10)

Sr.

Name of the Laboratory

Safety measures

No.
1.

N.

181

CRITERION 7

Continuous Improvement

50

7. Continuous Improvement (50)

1.

Actions taken based on the results of evaluation of each of the POs &
PSOs (20)
. Identify the areas of weaknesses in the program based on the analysis of
evaluation of POs & PSOs attainment levels
. Measures identified and implemented to improve POs & PSOs attainment levels
for the assessment years
Examples of analysis and proposed action
Sample 1:
. Course outcomes for a laboratory course did not measure up, as some of the lab
equipment did not have the capability to do the needful (e.g., single trace
oscilloscopes available where dual trace would have been better, or, nonavailability of some important support software etc.)
. Action taken-Equipment up-gradation was carried out (with details of upgradation)
182

Sample 2:
In a course on EM theory student performance has been consistently low with
respect to some COs
Analysis of answer scripts and discussions with the students revealed that this
could be attributed to a weaker course on vector calculus
Action taken-revision of the course syllabus was carried out (instructor/text book
changed too has been changed, when deemed appropriate)
Sample 3:
In a course that had group projects it was determined that the expectations from
this course about PO3 (like: to meet the specifications with consideration for
the public health and safety, and the cultural, societal, and environmental
considerations) were not realized as there were no discussions about these
aspects while planning and execution of the project
Action taken- Project planning, monitoring and evaluation included in rubrics
related to these aspects
183

POs & PSOs Attainment Levels and Actions for

improvement CAY

PO1:

Engineering

knowledge

of

knowledge:

mathematics,

Target

Attainment

Level

Level

Observations

Apply the
science,

engineering fundamentals, and an engineering

specialization to the solution of complex
engineering problems.
Action 1:
Action n:
PO2: Problem analysis: Identify, formulate,
research

literature,

and

analyze

complex

engineering problems reaching substantiated

conclusions

using

first

principles

of

mathematics, natural sciences, and engineering

sciences

Similar Tables should be presented for all POs & PSOs for 184
CAYm1 & CAYm2

7.2. Academic Audit and actions taken thereof during the period of
Assessment (10)
Assessment shall be based on conduct and actions taken in relation to
Continuous Improvement (10)
Assessment criteria, frequency, conduct mechanism, action plan, implementation
and effectiveness

7.3. Improvement in Placement, Higher Studies and Entrepreneurship (10)

Assessment is based on improvement in:
Placement: number, quality placement, core industry, pay packages etc. (5)
Higher studies: performance in GATE, GRE, GMAT, CAT etc., and admissions
in premier institutions (3)
Entrepreneurs (2)
7.4. Improvement in the quality of students admitted to the program (10)
Assessment is based on improvement in terms of ranks/score in qualifying
State level/national level entrances tests
Percentage marks in Physics, Chemistry and Mathematics in 12th Standard
Percentage marks of the lateral entry students
185

CRITERION

First Year Academics

50

8. First Year Academics (50)

1.

First Year Student-Faculty Ratio (FYSFR) (5)

Assessment = (5 15)/Average FYSFR (Limited to Max. 5)

2.

Qualification of Faculty Teaching First Year Common Courses (5)

Assessment of qualification = (5x +3y)/RF

x= Number of Regular Faculty with Ph.D
y = Number of Regular Faculty with Postgraduate qualification
RF= Number of faculty members required
as per SFR of 15:1

3.

First
Year
Performance (10)

Academic

Academic Performance = ((Mean of 1st Year Grade Point Average of all successful Students on
a 10 point scale) or (Mean of the percentage of marks in First Year of all successful
students/10)) x (number of successful students/number of students appeared in the
examination)

186

4.
1.

Attainment of Course Outcomes of first year courses (10)

Describe the assessment processes used to gather the data upon
which the evaluation of Course Outcomes of first year is done (5)

Examples of data collection processes may include, but are not limited to

Specific exam questions

Laboratory tests

Internally developed assessment exams

Oral exams

Assignments

Presentations
Tutorial sheets etc.
8.4.2. Record the attainment of Course Outcomes of all first year courses
(5)
Program shall have set attainment levels for all first year courses.
The attainment levels shall be set considering average performance levels in
the University Examination or any higher value set as target for the assessment
years.
Attainment level is to be measured in terms of student performance in internal
assessments with respect the COs of a subject plus the performance in the
University examination
187

5.

Attainment of Program Outcomes of all first year courses (20)

1.

Indicate results of evaluation of each relevant PO and/or PSO, if

applicable (15)

The relevant program outcomes that are to be addressed at first year

need to be
identified by the institution
Program Outcome attainment levels shall be set for all relevant POs
and/or PSOs
Course
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
through first year courses
C101
C102

.
...
Direct
Attainment

188

PO11 PO12

8.5.2. Actions taken based on the results of evaluation of relevant POs (5)
The attainment levels by direct (student performance) are to be presented through
Program level Course-PO matrix as indicated
PO Attainment Levels and Actions for improvement CAY
Target

Attainment

Level

Level

Observations

PO1: Engineering knowledge: Apply the

knowledge of mathematics, science,
engineering

fundamentals,

and

an

engineering specialization to the solution

of complex engineering problems.

189

Targe
t

Attainment
Level

Level

Action 1:
Action n:
PO2:

Problem

research

analysis:

literature,

and

Identify, formulate,
analyze

complex

engineering problems reaching substantiated

conclusions using first principles of mathematics,
natural sciences, and engineering sciences
Action 1:
Action n:

Note: PSOs, if applicable to be added appropriately

Similar Tables should be presented for CAYm1 and CAYm2
190

Observations

CRITERION 9

Student Support Systems

50

9. Student Support Systems (50)

9.1 Mentoring system to help at individual level (5)
Type of mentoring: Professional guidance / career advancement / course work
specific / laboratory specific / all-round development
Number of faculty mentors
Number of students per mentor
Frequency of meeting
Effectiveness
9.2. Feedback analysis and reward /corrective measures taken, if any (10)
Feedback collected for all courses: YES/NO
Feedback questionnaire
Specify the feedback collection process
Average Percentage of students who participated
Specify the feedback analysis process
Basis of reward / corrective measures, if any:
Indices used for measuring
quality of teaching and learning
Summary of the index values for all courses/teachers
Number of corrective actions taken

79

9.3. Feedback on facilities (5)

Assessment is based on Feedback collection
Analysis and corrective action taken
9.4. Self Learning (5)
The institution needs to specify
Facilities
Materials
Scope for self-learning / learning beyond syllabus
Webinars
Podcast
MOOCs
Evaluate effectiveness
Scope for self learning (2)
Facilities and its effective utilization (3)
80

9.5. Career Guidance, Training, Placement (10)

The institution may specify
Facility
Management
Effectiveness for career guidance including counseling for higher studies
Campus placement support
Industry interaction for training/internship/placement, etc.
Facility (2), Counseling for higher studies (2), Pre-placement training (3)
Placement process and support (3)
9.6. Entrepreneurship Cell (5)
The institution may specify
Facility
Management
Effectiveness in encouraging entrepreneurship and incubation
Success stories for each of the assessment years
Entrepreneurship initiative (1), Students benefit (4)
9.7. Co-curricular and Extra-curricular Activities
(10)
The institution may specify
Co-curricular and extra-curricular activities

193

Governance, Institutional Support

CRITERION

10

120

and Financial Resources

10. Governance, Institutional support and Financial Resources (120)

1.

Organization, Governance and Transparency (40)

1.

State the Vision and Mission of the Institute (5)

Vision statement typically indicates aspirations and Mission statement states the
broad approach to achieve aspirations
Availability (2)
Appropriateness/relevance (3)
Availability of statement on Institute website
Availability at Central facilities such as Library, Computer Centers, Principal
Chambers etc.
Availability of one set of statements in each of the departments
Availability in Institute level documents

194

10.1.2. Governing body, administrative setup, functions of various bodies,

service rules, procedures, recruitment and promotional policies (10)
List the governing, senate, and all other academic and administrative bodies; their
memberships, functions, and responsibilities; frequency of the meetings; and
attendance therein (4)
The published rules including service rules, policies and procedures; year of
publication shall be listed (3)
Minutes of the meetings, Action taken reports, extent
the employees/students (3)

of awareness among

10.1.3. Decentralization in working and grievance redressal mechanism

(10)
List the names of the faculty members who have been delegated powers for
taking administrative decisions (1)
Grievance Redressal cell (2)
Action taken report for the above point (7)
195

10.1.4. Delegation of financial powers (10)

Institution should explicitly mention financial powers delegated to the Principal,
Heads of Departments and relevant in-charges (3)
Demonstrate the utilization of financial powers for each year of the
assessment
years (7)
10.1.5. Transparency and availability of correct/unambiguous information in
public domain (5)
Information on policies, rules, processes and dissemination of this information
to
stakeholders is to be made available on the web site (2)
Disseminating of information about student, faculty
and staff (3)
10.2 Budget Allocation, Utilization, and Public Accounting at Institute level
(30)
Summary of current financial years budget and actual expenditure incurred (for the
institution exclusively) in the three previous financial years.
196

Total Income at Institute level: For CFY,

CFYm1, CFYm2 & CFYm3
For CFY: Similar tables are to be prepared for CFYm1, CFYm2 & CFYm3

Total No. of
Actual expenditure (till ):

Total Income:

Fee

Govt.

Grant(s)

Other

Recurring

Non-

Special

Sources

including

recurring Projects/Any

(specify)

Salaries

other, specify

197

students

Expenditure
per student

Actual
Items

Budgeted
in CFY

expenses
in CFY
(till )

Budgeted
in
CFYm1

Actual
Expenses
in
CFYm1

Budgeted
in
CFYm2

Actual
Expenses
in
CFYm2

Budgeted
in
CFYm3

Actual
Expenses
in
CFYm3

Infrastructure
Built-Up
Library
Laboratory
equipment
Laboratory
consumables
Teaching and
non-teaching
staff salary
Maintenance and
spares
R&D
Training and
Travel
Miscellaneous
expenses *
Others, specify
Total

* Items to be mentioned

86

10.2.1 Adequacy of budget allocation (10)

The institution needs to justify that the budget allocated over the years
was adequate
Quantum of budget allocation (5), Justification (5)
10.2.2 Utilization of allocated funds (15)
The institution needs to state how the budget was utilized during
assessment years
10.2.3 Availability of the audited statements on the institutes website (5)
The institution needs to make audited statements available on its website.
10.3 Program Specific Budget Allocation, Utilization (30)
Total Budget at program level: For CFY, CFYm1, CFYm2 & CFYm3

199

For CFY: Similar tables are to be prepared for CFYm1,

CFYm2 & CFYm3.
Actual expenditure (till ):

Total Budget:

Total No. of
students

Expenditure
Non recurring

Recurring

Non Recurring

Actual
Items

Actual

Recurring

Budget Actual Budge

Budgeted expenses Budgeted Expenses ed in

in CFY

in CFY

in

(till ) CFYm1

in
CFYm1

CFYm2

Actual

Expens ted in Expens

es in
CFYm2

Laboratory
equipment
Software
Laboratory
consumabl
e

per student

200

CFYm3

es in
CFYm3

Actual
Budget
Items

ed in
CFY

expens
es in
CFY

Actual
Budget
ed in
CFYm1

Expens
es in
CFYm1

Actual
Budget
ed in
CFYm2

Expens
es in
CFYm2

(till )
R&D
Training and
Travel
Miscellaneous
expenses *
Total

* Items to be mentioned

201

Actual
Budget
ed in
CFYm3

Expens
es in
CFYm3

10.3.1. Adequacy of budget allocation (10)

Program needs to justify that the budget allocated over the assessment years was
adequate for the program
Quantum of budget allocation (5), Justification (5)
10.3.2. Utilization of allocated funds (20)
Program needs to state how the budget
was assessment years

utilized during the last three

10.4. Library and Internet (20)

AICTE zero deficiency report for all the assessment years
Effective availability
Purchase records
Utilization of facilities/equipment
Documentation
202

10.4.1. Quality of learning resources (hard/soft) (10)

Relevance of available learning resources including e-resources (7)
Accessibility to students (3)
10.4.2. Internet (10)
Name of the Internet provider
Available bandwidth
(4)
Wi Fi availability
(2)
Internet
access in
classrooms, library and
labs, Departments (2)
Security arrangements (2)

203

offices of

all

ThAnkS
hAvE A GrEAT
DAy