Nba PDF

Outcome Based Education and Accreditation
-An awareness workshop for Evaluators / Stakeholders
Document Created by: 1. Dr. D.K. Paliwal 2. Dr. N. Murugan 3. Dr. A. Koteshwara Rao 4. Dr. A. Abudahir 5. Dr. S. Bhaskar
Part 1 Outcome Based Education & Outcome Based Accreditation Part 2 Accreditation Manual (Contents) Part 3 Self Assessment Report (SAR) Part 4 Guidelines for Evaluators
Contents
Accreditation - What, why, how ?? Minimal Vs Input-Output Vs Outcome Outcome based education (OBE) key constituents Outcome based accreditation - criteria Correlation among outcome based parameters Assessment methods/tools Assessment of attainment
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
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, affiliated ) and programs
Advantages of Accreditation & Its Processes

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, career advancement, consultancy & sponsored R&D Exchange of views opportunities supplement each other requirement. Employer in industry / academia/ public services get well grounded practice engineers with requisite technical and behavioral skills / graduate attributes. Institution builds up a Brand. Continuous improvement towards excellence.
Global Mobility upon Accreditation

Graduation from an accredited program is Educational Passport for engineers mobility across good number of advanced nations and emerging economies. These graduates may get leadership positions and challenging technology development opportunities. Faculty may also get invitation for lectures, research guidance, and academic leadership / administration. Industry can hire graduates from accredited institutions for innovation-intensive projects for higher profits.
How global mobility is assured ??

Multi-national accords for mutual recognition of accrediting process and there by recognizing the accreditation. 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
III-A
Washington Accord
An accord singed among six countries (Australia, Canada, Ireland, New Zealand , United Kingdom and United States) in the year 1989. The purpose was to mutually recognize and accept the qualifications accredited by signatories. The accord at present has 15 full signatories and 5 provisional signatories. Members of Washington Accord have outcome based accreditation.
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 resource and to become knowledge 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.
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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) Japan Represented by Japan Accreditation Board for Engineering Education (2005) Korea Represented by Accreditation Board of Engineering Education of Korea (2007) Malaysia - Represented by Board of Engineers Malaysia (2009) New Zealand Represented by Institution of Professional Engineers NZ (1989) Singapore Represented by Institution of Engineers Singapore (2006 ) South Africa Represented by Engineering Council of South Africa (1999) Turkey Represented by MUDEK (2011) United Kingdom Represented by Engineering Council UK (1989) United States Represented by Accreditation Board for Engineering and Technology (1989)
Provisional Members of WA
Bangladesh Board of Accreditation for Engineering and Technical Education Germany German Accreditation Agency for Study Programs in Engineering and Informatics
India National Board of Accreditation
Pakistan Pakistan Engineering Council Russia Russian Association for Engineering Education Sri Lanka 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 Number of years of the program Recognition of the program by Competent Accreditation Authority and Reputation of the Institute Obstacles Differences in Education System Accreditation system Disciplines
Who does accreditation in India

Institutional accreditation by National Assessment and Accreditation Council (NAAC)
An autonomous body established by the UGC in 1994
Technical Programs
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
NBA A brief history

The National Board of Accreditation (NBA) was set up by the AICTE in Sept 1994 and became independent body in 2010 1994-2003 first format was put in use 1st Revision - Jan 2004 2nd Revision - Jan 2009 3rd Revision - June 2009 (SAR 2.0 version)
4th Revision - May 2011 (SAR Version.3.0) 5th Revision November 2012
Accreditation Models
Minimal Model
Often numeric and law-based Provides a prescription for a minimal core and very general parameters for the rest of the curriculum
Does not encourage continuous improvement
Input-Output Model
Often involving direct prescriptions of curriculum and faculty Makes the accrediting process uniform and potentially fair Relatively easy to maintain composition
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 Based Accreditation
financial resources lab equipment Infrastructure facilities faculties Number of quality of students Progra mme Number of students graduating quantitative grades of students success rate of students
Measureable Input
Measurable Outputs
Shift
Input- outout based Assessment
Input-output: Infrastructure, Students, Teachers, Support
from Input- output based Assessment to Outcomebased Assessment
staff, Management, Curriculum, Calendar.

Pass %, Number of publications, placement etc.,
Outcome-based Assessment
Outcomes: What knowledge, skill and behavior a graduate is expected to attain upon just completion of a program and after 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
clear picture of what is important for students to be able to do

Starting with a
Then organizing the curriculum, delivary and assessment to make sure learning happens
Outcome Based Education
OBE
(Education)
What the student should be able to (Curriculum) do do? ? How to make the student achieve the (Learning & outcome? Teaching) Attributes How to measure what the student has achieved?
OBC
OBLT
OBA
(Assessment)
Key constituents of Outcome based Education

Vision d e s i g n
Mission
Graduate Attributes
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The Graduate Attributes of NBA for UG Engineering

Engineering Knowledge: Apply knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the solution of complex engineering 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.
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. . . 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-based knowledge and research methods including design of experiments, analysis and interpretation of data and synthesis of information to provide valid 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.
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. . . 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 effectively as an individual, and as a member or leader in diverse teams and in multi disciplinary settings.
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. . . 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 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 knowledge and understanding of 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.
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Summary of Graduate Attributes

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 Lifelong learning + Project management & finance
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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, co-cuuricular and extracurricular activities to accomplish predetermined objectives leading to the awarding of a degree. Degree Academic award conferred upon a student on successful completion of a program designed to achieve the defined attributes
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, practical experience, and opportunities for overall personality development.
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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
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II-B (2)
How to Evolve Program Educational Objectives

A) Consultation - Industry - Alumni - Students - Management - Professional Bodies - Faculty - Parents - Data on future - Data on trends in development in the profession
B) C) D) E)
- Summary of views during consultation - Accepted views - objectives - Identification and designing of courses with defined objectives. Elective and core courses. - Courses to achieve objectives
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Program Outcomes (POs)

Program outcomes are narrower statements that describe what 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 they progress through the program 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
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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-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

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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/expertise. Example:
CSE must include probability and statistics, discrete mathematics, mathematics through differential and integral calculus; sciences (defined as biological, social, or physical science); and engineering topics (including computing science) necessary to analyze software, and systems containing hardware and software components. ME must include Principles of engineering, basic science, and mathematics (including multivariate calculus and differential equations); to model, analyze, design, and realize physical systems, components or processes; and prepare students to work professionally in both thermal and mechanical systems areas.
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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, curricula books, display boards 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
How do PEOs, POs and COs relate

COs

GAs
POs
Mission
PEOs
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Accreditation criteria
1. Vision, Mission and Program Educational Objectives 2. Programme Outcomes 3. Programme Curriculum 4. Students Performance in the Programme 5. Faculty Contributions 6. Facilities and Technical Support 7. Academic Support Units and Teaching-Learning Process 8. Governance, Institutional Support and Financial Resources 9. Continuous Improvement
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 PEO1 Socially responsible Technical career . PEOs PEO2 PEO3
Explain with reason the above correlation
Alignment of defined POs with Graduate Attributes

Program Outcomes a (i) Program outcome () (ii) Program outcome () . b Graduate Attributes of the NBA (a-l) c d e f g h i j k l
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PEO alignment with POs
Program Educational Objectives i ii iii
Program Outcomes iv v vi vii viii ix .. .. ..
(1) PEO () .
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Mapping COs with POs

Contribution of courses to program outcomes Type LAB Units 4 Course No. & Title CHEM30AL General Chemistry Laboratory II EE1 Electrical Engineering Physics I EE2 Physics for Electrical Engineers EE3 Introduction to Electrical Engineering
EE115D Design Studies in Electronic Circuits
Program outcomes
LEC LEC OTH

DES 4
4 4 2
OTH OTH LEC
1 2 4
EE19 Fiat Lux Freshman Seminar EE99 Student Research Program EE100 Electrical and Electronic Circuits
Strong Contribution
Week Contribution
No Contribution
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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
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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 (T) Practical# (P) Total Hours Credits
..
..
Total
Laboratory work and Project work should contribute towards outcomes Delivery method and assessment of the course is very key
Project Name Project (.) Project (.) Type Design Application/multi-disciplinary Achivement Published Prototype PO PO 3 PO2
..
..
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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
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Assessment methods and tools

Direct Assessment Method: using measurable performance indicators of students
Exams Assignments Projects Tutorials Labs Presentations
Indirect Assessment Method: Ascertaining opinion or self-reports Rubrics Alumini survey Employer survey Course-end survey, etc.,.
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Rubric
Rubrics is set of performance indicators which define and describe the important component of the work being completed Information to/about individual student competence (Analytic)
Communicate expectations Diagnosis for purpose of improvement and feedback
Overall examination of the status of the performance of a group of students? (Holistic)
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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
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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 topic 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 Satisfactory 3 Collects some basic information; most refer to the topic 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. Listens, but Usually does most of the sometimes talk talking; rarely too much allows others to speak Listens and speaks a fair amount
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Listen to other Is always talking; Team mates never allows anyone else to speak
When to Assess
Program Educational Objectives(PEOs)
Few years after Graduation 4 to 5 years Upon graduation
Program Outcomes (POs)
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. PEO: producing the graduates with leadership qualities Employer survey Q1: At which level/position our graduates (year) are working in your organization
Assessment Tool (frequency)

Employer satisfaction survey (Yearly) Alumni survey (Yearly). Placement records, higher education records
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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 performance history plots
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PO Assessment tools for all courses

Assessment Tool
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).
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Summary of assessment methods/tools

Assessment Tool PEOs Employer survey Alumni survey Any other POs Assignments Examinations End-of-course survey Rubrics specific to PO/POs Employer survey Faculty survey Any other Every six months Department Every year Institute Department two months Semester end Every six months Faculty Faculty Faculty Faculty Faculty/Department Faculty/Department Assessment frequency Every year Once or twice a Assessed by Institute Department Reviewed by Institute/Department Institute
COs
Assignments Examinations Projects Group tasks
two months Semester end Every six
Faculty Faculty Faculty
Faculty Faculty/Department Faculty/Department
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Assessment of the attainment of PEOs

Assessment tool 1. PEO (..) Industrial Survey Alumni Survey Alumni survey . 2. PEO (..) Industrial Survey Alumni Survey . Specific query/Problem Query (....) Query(.) Query (.) . Query (....) Query(.) . Goal (%) 80% .. . .. 80% .. .. Evaluation(%) 85% . 85% .
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Assessment of the attainment of COs

Assessment tool 1. CO (..) End examination Rubric Alumni survey . 2. CO (..) Assignment Industry Survey . Specific query/Problem Problem (....) Query(.) Query (.) . Problem (....) Goal$ (%) 80% .. . .. 80% .. .. Evaluation(%) 85% . 85% .
Query(.) .
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Assessment of the attainment of POs

POs attainment through each Course
Contribution of courses to program outcomes
Type LAB LEC Units 4 4 Course No. & Title CHEM30AL General Chemistry Laboratory II EE1 Electrical Engineering Physics I
Program outcomes a b c d e f g h I j k l m n
POs attainment through all the courses and activities
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Administrative support for OBE

Quality Assurance cell OBE assessment and evaluation at institutional level Program wise assessment semester/year Continuous improvement initiatives Industrial/alumni advisory body Review of the attainment of PEO,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
Thank YOU
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PART - 2
ACCREDITATION MANUAL For UNDERGRADUATE ENGINEERING PROGRAMMES (TIER I)
AUTHORITIES OF NBA
(i) (ii) The General Council The Executive Committee
(iii) The President
NBA Committees for Accreditation Evaluation and Accreditation Committee (EAC) The chairman of the EAC, appointed by the EC, Three experts from the respective discipline (with different specialisations). One expert from industries/R&D organisations. One representative from professional bodies. One representative of the NBA nominated by the Member Secretary of the NBA.
Appellate Committee (AC)

The Chairman of AC, appointed by the EC, One expert (preferably from engineering) from academia. One representative from industries/R&D organisations. One representative from professional bodies. One legal representative nominated by the Member Secretary of the NBA.
Awarding Accreditation
Accreditation under TIER-I
minimum of 750 points in aggregate out of 1000 points minimum score of 60% in each criteria accreditation for 5 years under TIER-I system. minimum of 600 points in aggregate (without any stipulation), prospective candidate for accreditation under TIER-I.
Accreditation under TIER- II

a minimum of 750 points in aggregate out of 1000 points minimum score of 60% in mandatory fields (criterion 1 and criteria 4 to 8 ) accreditation for 5 years. minimum 600 points and 60% score in mandatory fields (criterion 1 and criteria 4 to 8 ) accreditation for two years.
Basic Steps for Online Accreditation Process

Step 1: Online Registration Process (for institutions not registered with NBA) Step 2: Apply for Accreditation Step 3: Onsite Visit of Evaluation Team to the Institute Step 4: Consideration of Evaluation Report by Evaluation Accreditation Committee (EAC) Step 5: Issuance of Accreditation Status Step 6: Appeal against the Accreditation Status
DOs and DONTs for preparing the SAR

DOs: The SAR must
be concise, pointed, and adequate in length 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 New Roman, with at least one inch (2.54 cm) margin on all sides. contain carefully compiled and authentic data. proper presentation of data in appendices with charts, graphics, and visuals wherever applicable. provide relevant data for the past three years, unless specified otherwise in the respective programme manual.
DOs and DONTs for preparing the SAR
DONTs : Dont send the following objects with the SAR: Original documents. Publications such as books, journals, newsletters, thesis, etc.
PROVISIONAL ACCREDITATION OF NEW PROGRAMMES ACCREDITATION VISIT 360 Feedback REDRESSAL PROCESS
PART - 3
Self Assessment Report (SAR) UG Tier I
PART A
I. Institutional Information
I. 1. Name and address of the institution and affiliating university: (Instruction: The name, address of the institution, and the name of the university, which has given affiliation to this institution, are to be listed here.)
I. 2.
Name, designation, telephone number, and e-mail address of the contact person for the NBA: (Instruction: The name of the contact person, with other details, has to be listed here.)
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I.3.
Cont..
History of the institution (including the date of introduction and number of seats of various programmes of study along with the NBA accreditation, if any) in a tabular form
Year ............. ............. (date) ............. Description Institution started with the following programmes (intake strength) NBA-AICTE accreditation visits and accreditation 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.)
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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 chart showing the hierarchy of academics and administration is to be included I.7 Financial status: Govt. (central/state) / grants-in-aid / not-forprofit / private self-financing / other: (Instruction: Financial status of the institute has to be 5/4/2013 mentioned here.)
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Cont..
I .8 Nature of the trust/society: Also list other institutions/colleges run by the trust/society (Instruction: Way of functioning and activities of the trust/society have to be listed here.) Name of the Institution Year of Establishment Location
I .9 External sources of funds Name of the CFY external source
CFYm1
CFYm2
CFYm3
(Instruction: The different sources of the external funds over the last three financial years are to be listed here.)
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I .10 Internally acquired funds:
Cont..
Name of the internal source Students fee
CFY
CFYm1
CFYm2
CFYm3
(Instruction: The different sources of the internal funds over the last three financial years are to be listed here.)
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I. 11
Cont..
Scholarships or any other financial assistance provided to students? (Instruction: If any scholarship or financial assistance 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) Details FY CFYm1 CFYm2 CFYm3
Category Scholarship Assistance Amount

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I. 12
Cont..
Basis/criterion for admission to the institution: 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
CAY Total no. of boys: Total no. of girls: Total no. of students:
Total number of other 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, or other programme, if applicable.)
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CAYm1
CAYm2
CAYm3
Cont..
I. 14 Total number of employees (Instruction: Total number of employees, both men and data may be teaching and women, has to be listed here. The categorised in a tabular form as supporting staff.)
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Cont..
Minimum and maximum number of staff on roll in the engineering institution, during the CAY and the previous CAYs (1st July to 30th June): A. Regular Staff
Items Teaching staff in engineering Teaching staff in science & humanities Non-teaching staff M F M F M F CAY CAYm1 Max CAYm2 Min CAYm3 Min Max Min Max Min Max
(Instruction: Staff strength, both teaching and non-teaching, over the last three academic years has to 5/4/2013 be listed here.)
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A. Regular Staff
Items Teaching staff in engineering Teaching staff in science & humanities Nonteaching staff M F M F M F
5/4/2013
Cont..
CAY Min Max
CAYm1 Min
CAYm2
CAYm3 Min Max
Max Min Max
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II. Departmental Information

II.1. Name and address of the department: 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 UG in.............. Description Started with.................seats in............. Intake increased to.............in............. Intake increased to.............in............. ...................................... ......................................
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UG in.............. MCA.............. PG in..............
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 being accredited.) II.6. Total number of students: UG: 5/4/2013
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Cont.
II.7. Mission and Vision of the Department (The department is required to specify its Mission and Vision)
Items Teaching staff in the department Non-teaching staff Total
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CAY
CAYm1
CAYm2
CAYm3
Min. Max. Min. Min. Max. Max. Min. Max.
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 expenses for academic activities Total 5/4/2013 83

III.1. Name of the Programme UG in ______________
Cont.
(List name of the programme, as it appears on the graduates certificate and transcript, and abbreviation used for 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 of the Programme coordinator for the NBA:
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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 . from previous
III.5. Deficiencies, weaknesses/concerns accreditations:
III.6. Total number of students in the programme:

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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 Teaching staff with the program Nonteaching staff
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CAY CAYm1 CAYm2 CAYm3 Min. Max. Min. Min. Max. Max. Min. Max.
III. Programme Specific information
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):
Budgeted in CFY Items Actual Expenses in CFYm1 Actual Expenses in CFYm2 Actual Expenses in CFYm3 Actual expenses in CFY (till ) Budgeted in CFYm1 Budgeted in CFYm2 Budgeted in CFYm3
Laboratory equipment Software purchase Laboratory consumables Maintenance and spares Travel Miscellaneous expenses for academic activities Total
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PART B
1. Vision, Mission and Programme Educational Objectives (100)
1.1.1. State the Vision and Mission of the institute and department (1)
1.1. Mission and Vision (5)
(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)
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1.
Vision, Mission and Programme Educational Objectives (100) 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.)
1.2. Programme Educational Objectives (15) 1.2.1 Describe the Programme Educational Objectives (PEOs) (2)
(List and articulate the programme educational objectives of the programme under accreditation)
1.2.2.
State how and where the PEOs are published and disseminated (2)
(Describe in which media (e.g. websites, curricula books) the PEOs are published and how these are disseminated among stakeholders) 5/4/2013
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1.
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)

(Describe the process that periodically documents and demonstrates that the PEOs are based on the needs of the programmes various stakeholders. )
1.2.5. Establish consistency of the PEOs with the Mission (5)

(Describe how the Programme Educational Objectives are consistent with the Mission of the department.)
5/4/2013 90
1.
1.3. Attainment of Programme Educational Objectives (30) 1.3.1. (15)

contribute Educational (Describe the broad curricular components that towards the attainment of the Programme Objectives)
Justify the contributions of the Programme Curriculum towards attainment of the PEOs
1.3.2. in
working
Explain how administrative system helps ensuring the attainment of the PEOs (15)
(Describe the committees and their functions, process and related regulations.)
5/4/2013 91
1.

of Programme
1.4. Assessment of the attainment Educational Objectives (40)
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 and description of the 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 surveys, graduate surveys, focus groups, industrial advisory committee meetings, or other processes that are relevant and appropriate to the programme; 5/4/2013 b) The frequency with which these assessment processes are carried out
92
1.
1.4.2. Give evidences for the attainment of the PEOs (30)

a) The expected level of attainment for each of the program educational objectives; b) Summaries of the results of the evaluation processes and an analysis illustrating the extent to which each of the programme educational objectives is being attained; and c) How the results are documented and maintained.
5/4/2013 93
1.
1.5. Indicate how results of the assessment of achievement of the PEOs have been used for redefining the PEOs (10)
(Articulate with rationale how the results of the evaluation of PEOs have been used to review/redefine the PEOs)
5/4/2013 94
2.
Programme Outcomes (225)
2.1. Definition and Validation of Course Outcomes and Programme Outcomes (30) 2.1.1. List the Course Outcomes(COs) and Programme 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 how and where the POs are published and disseminated (3)
(Describe in which media (e.g. websites, curricula books) the POs are published and how these are disseminated among stakeholders)
5/4/2013 95
2.
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)
5/4/2013 96
2.
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 further justified using the indirect assessment methods such as course5/4/2013 end surveys.)
97
2.
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)
(Describe different types of course assessment and evaluation methods (both direct and indirect) in practice and their relevance towards the attainment of POs. )
2.2.4. Indicate the extent to which the laboratory and project course work are contributing towards attainment of the POs (10)
(Justify the balance between theory and practical for the attainment of the POs . Justify how the various project works (a sample of 20% best and average projects from total projects) carried as part of the 5/4/2013 programme curriculum contribute towards the attainment of the POs.)
98
2.
Cont
2.3. Assessment of the attainment of the Programme 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: 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. Examples of data collection processes may 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; b) The frequency with which these assessment processes are carried out.
5/4/2013 99
2.
Cont
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: 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. Examples of data collection processes may 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; b) The frequency with which these 5/4/2013 assessment processes are carried out.
100
2.
Cont
2.3.2. Indicate results of assessment of each PO (100) c) The expected level of attainment for each of the program outcomes; Summaries of the results of the evaluation processes and an analysis illustrating the extent to which each of the programme outcomes are attained; and How the results are documented and maintained. Use of assessment results towards improvement of the programme (30)
5/4/2013 101
d)
e) 2.4.
2.
Cont
2.4. Indicate results of assessment of each PO (100) 2.4.1.Indicate how results of assessment used for curricular improvements (5)
(Articulate with rationale the curricular improvements brought in after the review of the attainment of the POs)
2.4.2. Indicate how results of assessment used for improvement of course delivery and assessment (10)
(Articulate with rationale the curricular delivery and assessment improvements brought in after the review of the attainment of the POs)
2.4.3.State the process used for revising/redefining the POs (15)

(Articulate with rationale how the results of the evaluation of the POs have been used to review/redefine the POs in line with the Graduate Attributes of the NBA.)
5/4/2013 102
3.
Programme Curriculum (125)

3.1.1.
Course Code ..
3.1. Curriculum (20) 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

5/4/2013 103
3.
Cont
3.1.2. Give the Prerequisite flow chart of courses (5)

(Draw the schematic of the prerequisites of the courses in the curriculum)
3.1.3. Justify how the programme curriculum satisfies the program specific criteria (10)
(Justify how the programme curriculum satisfies the program specific criteria specified by the American professional societies relevant to the programme under accreditation)
5/4/2013 104
3.
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 Curriculum Total number Content of contact (% of total hours number of credits of the programme ) Total Number of credits POs
components
PEOs
Mathematics Science Computing Humanities Professional core . ..
5/4/2013 105
3.
Cont
3.3. State core engineering subjects and their relevance to Programme Outcomes including design experience (60) (Describe how the core engineering subjects in the
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 industry-attached laboratories and partial delivery of courses and internship opportunities for students)
3.5. Curriculum Development (15) 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)
5/4/2013 106
3.
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 of continuous improvement of courses and curriculum)
3.6. Course Syllabi (5)

(Include, in appendix, a syllabus for each course used. Syllabi 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 assessment) Course outcomes Topics covered Text books, and/or reference material 5/4/2013
107
4.
Item
Students Performance (75)

CAY CAY m1 CAY m2 CA Y m3
Admission intake in the programme
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 the same batch via lateral entry (N2) Total number of admitted students in the programme 5/4/2013 (N1 + N2)
108
4.

Provide data for the past seven batches of students
Cont
Success Rate (20)

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 5/4/2013 *successfully completed implies zero (LYGm2) backlogs
109
4.
Cont
Success rate = 20 mean of success index (SI) for past three batches SI = (Number of students who graduated from the 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 Number of students admitted in the 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 = .................................................................. 5/4/2013 Success rate = 20 Average SI = ..................................
110
LYG (CAYm4)
LYGm1 (CAYm5)
LYGm2 (CAYm6)
4.
Cont
Academic Performance (20) API = Academic performance index
Or
= 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
5/4/2013 111
4.
Cont
4.2.1. Placement and Higher Studies (20) Assessment Points = 20 (x + 1.25y)/N where, x = Number of students placed y = Number of students
admitted for higher studies with valid qualifying scores/ranks, and N = Total number of students who were admitted 5/4/2013 in the batch including lateral entry subject 112 to maximum
4.

Item
LYG
Cont
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 for higher studies with valid qualifying scores/ranks (y) Assessment points
Average assessment points =
5/4/2013 113
4.
Cont
Professional Activities (15) 4.3.1. Professional societies / chapters and organising engineering events (3)
(Instruction: The institution may provide data for past three years).
4.3.2. Organisation of paper contests, design contests, etc. and achievements (3)
(Instruction: The institution may provide data for past three years).
4.3.3. Publication of technical magazines, newsletters, etc. (3)

(Instruction: The institution may list the publications mentioned 5/4/2013 earlier along with the names of the editors, publishers, etc.)
114
4.
Cont
Professional Activities (15) 4.3.4. Entrepreneurship initiatives, product designs, and innovations (3)
(Instruction: The institution may specify the efforts and achievements.)
4.3.5. Publications and awards in inter-institute events by students of the programme of study (3) (Instruction: The institution may provide a table indicating those publications, which fetched awards to students in the events/conferences organised by other institutes. A tabulated list of all other student publications may be included in the appendix.)
5/4/2013 115
5.
Faculty Contributions (175)
List of Faculty Members: Exclusively for the Programme / Shared with other Programmes
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
5/4/2013 116
5.
5.1
Cont
Student-Teacher Ratio (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 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 fractional load) 5/4/2013
117
5.
Cont
Year CAYm2 CAYm1 CAY
x+y+z
N1 STR Assessment (max. = 20)
Average assessment
5/4/2013 118
5.
Cont
For Item nos. 5. 2 to 5. 8, the denominator term (N) is computed as follows: 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
5/4/2013 119
5.
5.2.

Faculty Cadre Ratio (20)
= = = = =
Cont
Assessment where, CRI where, x y
20 CRI Cadre ratio index 2.25 (2x + y)/N; subject to max. CRI = 1.0 Number of professors in the programme Number of associate professors in the programme programme y N CRI Assessment
Average assessment
5/4/2013 120
5.
5.3.

Faculty Qualifications (30)
= Faculty qualification index = (10x + 6y + 2z0)/N2 such that, x + y +z0 N2; and z0 z
Cont
Assessment = 6 FQI where, FQI
where, x y Z CAYm2 CAYm1 CAY
= Number of faculty members with PhD = Number of faculty members with ME/ M Tech = Number of faculty members with B.E/B.Tech x y N FQI Assessment
Average assessment
5/4/2013 121
5.
5.4.
Cont
Faculty Qualifications (30) Faculty Competencies correlation to Programme Specific 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 competencies)
5.5.
Faculty as participants/resource persons in faculty development/training activities (15)

(Instruction: A faculty member scores maximum five points for a participation /resource person.) Participant/resource person in two week faculty development programme : 5 points Participant/resource person in one week faculty development programme : 3 Points 5/4/2013
122
5.
Cont
Name of the faculty
max. 5 per faculty CAYm2 CAYm1 CAY
Sum N (Number of faculty positions required for an STR of 15) Assessment = 3 Sum/N Average assessment
5/4/2013 123
5.

5.6. Faculty Retention (15)
= = = 3 RPI/N Retention point index Points assigned to all faculty members
Cont
Assessment where RPI
5/4/2013 124
5.
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 CAY 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 members with 2 to 3 years experience (x2) Number of faculty members with 3 to 4 years experience (x3) Number of faculty members with 4 to 5 years experience (x4) Number of faculty members with more than 5 years experience (x5) N RPI = x1 + 2x2 + 3x3 + 4x4 + 5x5 Assessment 5/4/2013 Average assessment
125
5.
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 members affiliation, in the published papers/books, is of the current institution.
5/4/2013 126
5.
Cont
Include a list of all such publications and IPRs along with details of DOI, publisher, month/year, etc.
Name of the faculty (contributing to FRP) Sum N (Number of faculty positions required for an STR of 15) Assessment of FRP = 4 Sum/N Average assessment
5/4/2013 127
FRP points (max. 5 per faculty) CAYm2 CAYm1 CAY
5.
5.8.

Faculty Intellectual Property Rights (FIPR) (10)
Cont
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??. FIPR includes awarded national/international patents, design, and copyrights.)
Name of faculty member (contributing to FIPR) ................. ................. ................. Sum N Assessment of FIPR = 2 Sum/N
5/4/2013
FIPR points (max. 5 per faculty member) CAYm2 CAYm1 CAY
Average assessment
128
5.
5.9.
Cont
Funded R&D Projects and Consultancy (FRDC) Work (20) Assessment of R&D and consultancy projects = 4 (Sum of FRDC by each faculty member)//N (Instruction: A faculty member scores maximum 5 points, depending upon the amount.) A suggested scheme is given below for a minimum amount of Rs. 1 lakh: Five points for funding by national agency, Four points for funding by state agency, Four points for funding by private sector, and Two points for funding by the sponsoring trust/society. 5/4/2013
129
5.
Cont
FPPC points (max. 5 per faculty Name of faculty member member) (contributing to FPPC) CAYm2 CAYm1 CAY ...................... ...................... Sum N Assessment of FRDC = 4 Average assessment Sum/N
5/4/2013 130
5.
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, depending upon the type of institution or R&D laboratory or industry, as follows) Five points for interaction with a reputed institution abroad, institution of eminence in India, or national research laboratories, Three points for interaction with institution/industry (not covered earlier). Points to be awarded, for those activities, which result in joint efforts in publication of books/research paper, pursuing externally funded R&D / consultancy projects and/or development of semester-long course / teaching modules.
5/4/2013 131
5.
Cont
Name of faculty member (contributing to FIP) ........................... ........................... Sum N Assessment of FIP = 2 Sum/N
FIP points CAYm2 CAYm1 CAY
Average assessment
5/4/2013 132
6.
Facilities and Technical Support (75)
5.10. Description of classrooms, faculty rooms, seminar, and conference halls: (Entries in the following table are sampler entries)
Room description Usage Shared / exclusive Capa city Rooms equipped with PC, Internet, Book rack, meeting space, etc.
No. of Classrooms
Classroom for 2nd year
Tutorial rooms No. of Seminar rooms No. of Meeting rooms No. of Faculty rooms (n)
5/4/2013 133
6.
Cont..
6.1. Classrooms in the Department (20) 6.1.1. Adequate number of rooms for lectures (core/electives), seminars, tutorials, etc., for the program (10)
(Instruction: Assessment based on the information provided in the preceding table.)
Teaching aids---multimedia projectors, 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 preceding table and the inspection thereof.)
5/4/2013 134
6.1.2.
6.
Cont..
6.2. Faculty Rooms in the Department (15) 6.2.1. Availability of individual faculty rooms (5)
(Instruction: Assessment based on the information provided 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)
5/4/2013 135
6.
Cont..
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
5/4/2013 136
6.
Cont..
6.3. Laboratories in the Department to meet the Curriculum Requirements and the POs (25) 6.3.1. Adequate, well-equipped laboratories to meet the curriculum requirements and the POs (10) (Instruction: Assessment based on the information provided in the preceding table.) 6.3.2. Availability of computing facilities in the department (5) (Instruction: Assessment based on the information provided in the preceding table.)
5/4/2013 137
6.
Cont..
6.3.3. Availability of laboratories with technical support within and beyond working hours (5)
6.4.4. Equipment to run experiments and their maintenance, number of students per experimental setup, size of the laboratories, overall ambience, etc. (5)
5/4/2013 138
6.
Cont..
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
5/4/2013 139
6.
Cont..
6.4.1. Availability of adequate and qualified technical supporting staff for programme-specific laboratories (10)
6.4.2. Incentives, skill-upgrade, and professional advancement (5)

5/4/2013 140
7.
Academic Support Units and TeachingLearning Process (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.) 5/4/2013
141
7.
Academic Support Units and TeachingLearning Process (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 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-teacher ratio and faculty qualification for first 5/4/2013 year common courses
142
7.
List of faculty members teaching first year courses:

Name of faculty member Date of Department Qualific Designa joining the with which institution associated ation tion Distribution of teaching load (%) 1st year UG PG
(Instruction: The institution may list here the faculty members engaged in first year teaching along with other relevant data.)
5/4/2013 143
7.
7.1. Academic Support Units (35) 7.1.1. Assessment of First Year Student Teacher Ratio (FYSTR) (10) Data for first year courses to calculate the FYSTR:
Year Number of students (approved intake strength) Number of faculty members (considering fractional load) FYSTR Assessment = (10 15)/ FYSTR (Max. is 10)
CAYm2 CAYm1 CAY Average assessment
5/4/2013 144
7.
7.1.2. Assessment of Faculty Qualification Teaching First Year Common Courses (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 z N = = = Number of faculty members with ME/MTech/NETQualified/MPhil Number of faculty members with BE/BTech/MSc/MCA/MA Number of faculty members needed for FYSTR of 25 5/4/2013
145
7.
7.1.2. Assessment of Faculty Qualification Teaching First Year Common Courses (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 z N = = = Number of faculty members with ME/MTech/NETQualified/MPhil Number of faculty members with BE/BTech/MSc/MCA/MA Number of faculty members needed for FYSTR of 25 5/4/2013
146
7.

x y z N Assessment of faculty qualification
Average assessment of faculty qualification
5/4/2013 147
7.
7.1.3. Basic science/engineering laboratories (adequacy of space, number of students per batch, quality and availability of measuring instruments, laboratory manuals, list of experiments) (8)
Laboratory Space, description number of students Software Type of Quality of used 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.)
5/4/2013 148
7.
7.1.4. Language laboratory (2)

Language Space, laboratory number of students Software Type of Quality of used experiments instruments Guidance
(Instruction: The institution may provide the details of the language laboratory. The descriptors as listed here are not exhaustive).
5/4/2013 149
7.

Teaching Learning Process(40)
7.2.
7.2.1. Tutorial classes to address student questions: 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................... Number of tutorial classes per subject per week: 5/4/2013 Number of students per tutorial class:
150
7.
Number of subjects with tutorials: 1st 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).
5/4/2013 151
7.
Nuber of subjects with tutorials: 1st 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).
5/4/2013 152
7.
7.2.2. Mentoring system to help at individual levels (5) Type of mentoring: Professional guidance / career advancement / course work specific / laboratory specific / total development Number of faculty mentors: Number of students per mentor : Frequency of meeting:
(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).
5/4/2013 153
7.
7.2.3. Feedback analysis and reward / corrective measures taken, if any (5)
Feedback collected for all courses: YES/NO Specify the feedback collection process : Percentage of students participating: Specify the feedback analysis process : Basis of reward / corrective measures, if any: Number of corrective actions taken in the last three years: (Instruction: The institution needs to design an effective feedback 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).
5/4/2013 154
7.

(Instruction: The institution needs to specify the scope for self-learning / learning beyond syllabus and creation of facilities for self-learning / learning beyond syllabus.)
7.2.4. Scope for self-learning (5)
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.)
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, industry interaction for training /internship /placement, 5/4/2013 facility and impact of such Entrepreneurship cell and incubation systems) 155
7.
7.2.7. Co-curricular and Extra-curricular Activities (5)

(Instruction: The institution may specify the Co- curricular and extra-curricular activities, e.g., NCC/NSS, cultural activities, etc)
7.2.8. Sports grounds, facilities, and qualified sports instructors (5)

(Instruction: The institution may specify the facilities available and their usage in brief)
5/4/2013 156
8.
Governance, Institutional Support and Financial Resources (75)
8.1. Campus Infrastructure and Facility (10) 8.1.1. Maintenance of academic infrastructure and facilities (4)
(Instruction: Specify distinct features)
8.1.2. facility,
Hostels
Hostel (boys and girls), transportation and canteen (2)

No. of rooms Assistance No. of students accommodated
Hostel for Boys: Hostel for Girls:

5/4/2013 157
8.

8.1.3. Electricity, power backup, telecom facility, drinking water, and security (4)
(Instruction: Specify the details of installed capacity, quality, availability, etc.)
Cont.
8.2. Organisation, Governance, and Transparency (10)

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.) 5/4/2013
158
8.
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 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 5/4/2013 on Internet, etc.)
159
8.
Cont.
8.2.3. Decentralisation in working including delegation of financial power and grievance redressal system (3)
(Instruction: List the names of the faculty members who are administrators/decision makers for various responsibilities. Specify the mechanism and composition of grievance redressal system, including faculty association, staff-union, if any.)
8.2.4. Transparency and availability of correct unambiguous information (3)
(Instruction: Availability and dissemination of information through the Internet. Information provisioning in accordance with the Right to Information Act, 2005).
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8.
Cont.
8.3.
Budget Allocation, Utilisation, and Public Accounting (10) Summary of current financial years budget and the actual expenditure incurred (exclusively for the institution) for three previous financial years.
5/4/2013 161
8.

Item
Cont.
Budgete Expense Expenses Expenses in s in CFY in CFYm1 CFYm2 d in (till ) CFY
Infrastructural built-up Library Laboratory equipment Laboratory consumables Teaching and non-teaching staff salary R&D Travel Other, specify Total
(Instruction: The preceding list of items is not exhaustive. One may add other 5/4/2013 relevant items if applicable.)
162
8.
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.)
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8.
Cont.
8.4.
Items
Programme Specific Budget Allocation, Utilisation (10)
Summary of budget for the CFY and the actual expenditure incurred in the CFYm1 and CFYm2 (exclusively for this programme in the department):
Budgete Actual Budgete d in CFY expenses in d in CFY CFYm1 (till ) Actual Budgeted Expenses in CFYm2 in CFYm1 Actual Expenses in CFYm2
Laboratory equipment Software purchase R&D Laboratory consumables Maintenance and spares Travel Miscellaneous expenses for academic activities Total
5/4/2013 164
8.
Cont.
8.4.1. Adequacy of budget allocation (5)

(Instruction: Here the institution needs to justify that the budget allocated over the years was adequate.)
8.4.2. Utilisation of allocated funds (5)

(Instruction: Here the institution needs to state how the budget was utilised during the last three years.)
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8.
Cont.
8.5. Library (20) 8.5.1. Library space and ambience, timings and usage, availability of a qualified librarian and other staff, library automation, online access, networking, etc. (5)
(Instruction: Provide information on the following items.).
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8.

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 Computerisation for search,
Cont.
indexing, issue/return records Bar coding used Library services on Internet/Intranet INDEST or other similar membership Archives 5/4/2013
167
8.
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 CFYm2 CFYm1 CFY Number of new volumes added
5/4/2013 168
8.
Cont.
8.5.3. Scholarly journal subscription (3)

Details As soft copy 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
5/4/2013 169
CFY
CFYm1 CFYm2 CFYm3
Science
8.
Cont.
8.5.4. Digital Library (3) 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:
5/4/2013 170
8.
Cont.
8.5.4. Library expenditure on books, magazines / journals, and miscellaneous contents (5)
Year Expenditures Book Magazine/journ Magazine/jour Misc. als (for hard nals (for soft Contents copy copy subscription) subscription) CFYm2 CFYm1 CFY
5/4/2013 171
Comments
8.
Cont.
8.6. Internet (5) Name of the Internet 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: Security/privacy to e-mail/Internet users:
(Instruction: The institute may report the availability of Internet in the campus and its quality of service.)
5/4/2013 172
8.
Cont.
8.7. Safety Norms and Checks (5) 8.7.1. Checks for wiring and electrical installations for leakage and earthing (1) Fire-fighting measurements: Effective safety arrangements with emergency / multiple exits and ventilation/exhausts in auditoriums and large classrooms/laboratories, fire-fighting equipment and training, availability of water, and such other facilities (1)
5/4/2013 173
8.7.2.
8.
Cont.
8.7.3. Safety of civil structure (1) 8.7.4. Handling of hazardous chemicals and such other activities (2)
(Instruction: The institution may provide evidence that it is taking 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.)
5/4/2013 174
8.

Counselling and Emergency Medical Care and First-aid (5) Availability of counselling facility (1) Arrangement for emergency medical care (2) Availability of first-aid unit (2)
Cont.
8.8.
(Instruction: The institution needs to report the availability of the facilities discussed here.)
5/4/2013 175
8.
8.8.
Continuous Improvement (75)

Counselling and Emergency Medical Care and First-aid (5) From 9.1 to 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))
5/4/2013 176
9.
9.1.

Improvement in Success Index of Students (5)
Cont.
From 4. 1
Items Success index LYG LYGm1 LYGm2 Assessment
9.2.
Improvement in Academic Performance Index of Students (5) From 4. 2

Items API
5/4/2013 177
LYG
LYGm1
LYGm2
Assessment
9.
9.3.

Improvement in Student-Teacher Ratio (5)
CAY CAYm1 CAYm2
Cont.
From 5. 1
Items STR Assessment
9.4.
Enhancement of Faculty Qualification Index (5)
From 5. 3
Items FQI
5/4/2013 178
LYG
LYGm1
LYGm2 Assessment
9.
9.5.
Cont.
Improvement in Faculty Research Publications, R&D Work and Consultancy Work (10)
From 5.7 and 5.9

Items FRP FPPC LYG LYGm1 LYGm2 Assessment
5/4/2013 179
9.
9.6.
Cont.
Continuing Education (10) In this criterion, the institution needs to specify the contributory efforts made by the faculty members by developing the course/laboratory modules, conducting short-term courses / workshops, etc., for continuing education during the last three years. The Institution shall also address if any shortfalls in attainment of PEOs, Pos and COs
Developed/ Duration Resource organized persons by Target audience Usage and citation, etc.
Module Any other description contributory institute/ industry
............... ..................
5/4/2013
Assessment =
180
9.
Cont.
9.7. New Facility Created (15) Specify new facilities created during the last three 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 CAY CAYm1 CAYm2 ......... ..
5/4/2013 181
Improvement brought in
Contributed by
List the PO(s), which are strengthened
Comments, if any
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. 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 Accreditation (NBA) or its sub-committees will have the right to decide on the basis of the submitted SAR whether the institution should be considered for an accreditation visit.
5/4/2013 182
If the information provided in the SAR is found to be wrong during the visit or subsequent to grant of 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 NBAs provision. I undertake that, the institution is well aware about the provisions in the NBAs accreditation manual concerned for this application, rules, regulations 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

5/4/2013 183
PART - 4
Guidelines for Evaluators
Functions of Evaluators
study the SAR provided by the institution/university, and identify areas where additional information is required and issues that require an 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. ensure that the report of the evaluation team is prepared and submitted to the NBA at the end of the final day visit.
Functions of Chairperson
finalise the schedule of visit. chair all 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 infrastructural facilities. 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
gather necessary information during the visit to support the findings and recommendations of the evaluation team. guide the evaluators to arrive at recommendations with consensus. chair the Exit meeting with the Head of the Institution/Departments.
Contd...
Inform the findings of the evaluation team to the Head of the 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. 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 Meeting among team members Discuss the schedule and plan of activities I Meeting with Management Representative, Head of the Institution, Head of the Department Visit to central facilities Lunch Presentation by Head of the Department Visit to laboratories, library, computing centre and other facilities Visit to classes Interaction with students Meeting among team members II Verification of programme documents/evidence Interaction with faculty members Lunch Interaction with Management Representative, Head of the Institute, Head of the Department Interaction with stakeholders: alumni, parents, employers Preparation of the evaluators report III Conduct of exit meeting Submission of the evaluators online report to the NBA before departure 30 minutes 1 hour 30 minutes 30 minutes 1 hour 1 hour 30 minutes 1 hour 30 minutes 30 minutes 30 minutes 2 hours 30 minutes Activities Duration 45 minutes 15 minutes 30 minutes 2 hours
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 many members of the faculty are involved in the internship 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?
TO THE DEAN / HEAD OF DEPARTMENT / PROGRAMME COORDINATORS 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? 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?
TO THE DEAN / HEAD OF DEPARTMENT / PROGRAMME COORDINATORS 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, teamwork, project management, etc)? Is it embedded throughout the programme? Is there sufficient student elective choice in the programme? Would more be better? 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 students exposed to issues related to globalisation and changing technologies?
TO THE DEAN / HEAD OF DEPARTMENT / PROGRAMME COORDINATORS Cont..... What proportion of final year projects are industry based? How are they supervised and managed? 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 as part of the overall educational design, or simply on the initiative of the local programme/course coordinator? How is exposure to professional practice monitored and assessed? What site visits are offered? Are site visits active for the students? events included
TO THE DEAN / HEAD OF DEPARTMENT / PROGRAMME COORDINATORS Cont..... What opportunities are being grasped in industrial design and project work to take advantage of industry topics or input? Are 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 are academic faculty involved in achieving Graduate Attributes? What is the evidence of progress being made on mapping student learning outcome to POs, including mapping of the outcomes to the Graduate Attributes? What efforts are made to ensure that assessment truly assesses the student learning outcomes in each subject? How are course outcomes and assessment measures at the unit level tracked to close the loop, on delivery of targeted graduate outcomes?
TO THE DEAN / HEAD OF DEPARTMENT / PROGRAMME COORDINATORS 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. What is the impact of the advisory committee on contextualising the programme to 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?
TO THE DEAN / HEAD OF DEPARTMENT / PROGRAMME COORDINATORS 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-institute interaction partnership cell? What programme changes have been made from the input by industry-institute interaction partnership cell? What are the strengths and weaknesses of your department and support departments? Are any major curriculum changes planned? What? When? What are the major needs for growth and development of the curriculum? Do you make recommendations for faculty salary and increments? How much time is available to the faculty for professional development? What is the budget for faculty professional development? Are faculty sent abroad under faculty exchange programme?
TO FACULTY
How does research activity have linkages and benefits to undergraduate programme? Are research scholars and PG students used in tutorials and laboratory demonstration? Do they receive any training? How do you ensure that appropriate assessment techniques are being used? 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
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? 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 studies covered throughout the program? Are the students exposed to issues related to globalization and changing technologies? What proportion of final year projects are industry based? How are they supervised 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 portions of related courses? If not, how do they coordinate? Is the salary structure satisfactory? What additional benefits are included? What unique or unusual teaching methods are used in your department? Do you maintain regular contacts with industry? How? How has the industrial-institute partnership cell affected POs? Are the support departments providing appropriate educational services for your students? Is there adequate secretarial and technician service available to you? How do you balance your load between teaching and research? Have you acquired any additional qualification to provide effective teaching? How is you industrial experience if any relevant to this program?
TO 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, IT 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 capabilities development? Are there measures of 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 globalisation, ethics and sustainable practices been addressed yet? What improvement would you make if you had a magic wand?
Did you make use of online learning facilities? What are they? Do they make a difference?
TO STUDENTS
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 open ended? 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, through 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, 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 faculty members available and helpful to you at times convenient to you? Why did you choose this institution/department / programme? Are the laboratory equipment/tools/accessories well-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? What is your overall view of the programme? Would you recommend it to a friend? Are you providing feedback as part of a quality/programme improvement mechanism?
Evaluation Guidelines
Criterion 1: Vision, Mission and Programme Educational Objectives (100) Minimum qualifying points: 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 (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.. Item no. Item description Points Evaluation guidelines/ award of marks
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. websites, curricula books) in which the PEOs are published and how these are disseminated among stakeholders (2) Listing of stakeholders of the programme under consideration for accreditation and articulation of their relevance (1) Description of the process that documents and demonstrates periodically that the PEOs are based on the needs of the programmes stakeholders (5) Description as to how the Programme Educational Objectives are consistent with the Mission of the department (5)
Cont..
Item no. 1.3 Item description Attainment of Programme Educational Objectives Assessment of attainment of Programme Educational Objectives Points 30 40 Evaluation guidelines/ award of marks 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) Information on: (a) listing and description of the 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 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 (15) Details of evidence that the PEO have been achieved: (a) The 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 objectives has been attained; and (c) How the results are documented and maintained (15)
1.4
Cont.. Item no. 1.5 Item description Indicate how results of assessment of achievement of PEOs have been used for redefining PEOs Points 10 Evaluation guidelines/ award of marks 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)

Minimum qualifying points: 135
Item no. 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)

Cont..
Item no. 2.2 Item description Attainment of Programme Outcomes Points 40 Evaluation guidelines 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.) 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 contribute towards the attainment of the POs. (10)

Cont..
Item no. 2.3 Item description Assessment of attainment of Programme Outcomes Points 125 Evaluation guidelines 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, 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; and (c) How the results are documented and maintained (50)

Cont..
Item no. 2.4 Item description Use of assessment results towards improvement of the programme Points 30 Evaluation guidelines 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 Evaluation guidelines Structure of the curriculum (5) Drawing of the schematic of the prerequisites of the courses in the curriculum (5) Evidence that programme curriculum satisfies the applicable program criteria specified by the appropriate American professional associations such as ASME, IEEE and ACM (10) Detailing of programme curriculum grouping based on different components and their relevance to programme outcomes (15) 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)
3.2
Curriculum components and relevance to the Pos and the PEOs Core engineering courses and their relevance to Programme Outcomes including design experience
15
3.3
60
Criterion 3: Programme Curriculum (125)

Cont ..
Item no. 3.4 Item description Industry interaction/internship Points 10 Evaluation guidelines Details of industrys involvement in the programme such as industry-attached laboratories and partial delivery of courses and internship opportunities for students (10) 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) Syllabus for each course and also provide the details of the syllabi format (5)
3.5
Curriculum Development
15
3.6
Course Syllabi
Criterion 4: Students Performance in the Programme (75)

Item no. 4.1 Item description Success rate Points 20 Evaluation guidelines Success rate = 20 Mean of success index (SI) for past 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) 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 of marks of all students)/10
4.2
Academic performance
20
Criterion 4: Students Performance in the Programme (75)

Cont.. Item no.
4.3
Item description
Placement and higher studies
Points
20
Evaluation guidelines
Assessment = 20 (x + 1.25y)/N where, x = No. of students placed, y = No. of students admitted for the higher 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 Professional societies / chapters and organising engineering events (3) Organisation of paper contests, design contests, etc., and their achievements (3) Publication of technical magazines, newsletters, etc. (3) Entrepreneurship initiatives, product designs, innovations (3) Publications and awards in inter-institute events.(3)
4.4
Professional activities
15
Criterion 5: Faculty Contributions (175)

Minimum qualifying points: 105 Item Item Points no. description 5.1 Studentteacher ratio 20 Evaluation guidelines Assessment = 20 15/STR; subject to max. assessment at 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) 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
5.2
Faculty cadre ratio
20

Cont..
Item no. 5.3 Item description Faculty qualifications Points 30 Evaluation guidelines 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. of faculty members with ME/MTech z = No. of faculty members with BE/BTech Ability of the programme curriculum to meet the applicable programme criteria specified by the appropriate American professional associations such as ASME, IEEE and ACM Listing of the programme specific criteria and the competencies (specialisation, research publications, course developments etc. of faculty to correlate the programme specific criteria and competencies)
5.4
Faculty Competencies correlation to Programme Specific Criteria
15

Cont
Item no. 5.5 Item description Points Evaluation guidelines Participant/resource person in two week faculty development programme. (5) Participant/resource person in one week faculty development programme (3) Assessment = 3 x SUM / N
Faculty as 15 participants/resour ce persons in faculty development/train ing activities Faculty retention 15
5.6
Assessment = 4 RPI/N Retention point index (RPI) = Sum of the retention points to all faculty members One retention point for each year of experience at the institution, subject to maximum five points to a faculty member.

Cont.. Item no. 5.7 Item description Faculty research publications Points 20 Evaluation guidelines 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/ proceedings, published by well-known publishers, and (ii) the faculty members affiliation, in the published paper, is of the current institution. 5.8 Faculty intellectual property rights 10 Faculty points in IPR (FIPR) 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. IPR includes awarded national/international patents, books, and copyrights.)

Cont.. Item no. 5.9 Item description Funded R&D Projects and consultancy (FRDC) work Points 20 Evaluation guidelines 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 faculty member gets maximum five points, each year, depending upon the amount of the funds and/or the contributions made. A suggestive scheme is given 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 Faculty interaction points (FIP) assessment = 2 (Sum of FIP by each faculty member)/N
5.10
Faculty interaction with outside world
10
Criterion 6: Facilities and Technical Support (75)

Minimum qualifying points: 45 Item no. 6.1 Item description Classrooms in the department Points 20 Evaluation guidelines Adequate number of rooms for lectures (core/electives), seminars, tutorials, etc., for the programme (10) Teaching aids---multimedia projectors, etc. (5) Acoustics, classroom size, conditions of chairs/benches, air circulation, lighting, exits, ambience, and such other amenities/facilities (5)
6.2
Faculty rooms in the department
15
Availability of individual faculty rooms (5) Room equipped with white/black board, computer, Internet, and other such amenities/facilities (5) Usage of room for discussion/ counselling with students (5)
Criterion 6: Facilities and Technical Support (75)

Cont..
Item no. 6.3 Item description Laboratories in the department to meet the curricular requirements and the POs Points 25 Evaluation guidelines Adequate well-equipped laboratories 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 experimental setup, size of the laboratories, overall ambience, etc. (5) Availability of adequate and qualified technical supporting staff for programspecific laboratories (10) Incentives, skill-upgrade, and professional advancement (5)
6.4
Technical manpower support
15
Criterion 7: Academic Support Units and TeachingLearning Process (75)

Minimum qualifying points:45 Item no. 7.1 Item description Academic Support Units
Points 35
Evaluation guidelines 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, 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.. Item no. 7.2 Item description Teaching Learning Process Points 40 Evaluation guidelines 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 any (5) Scope for self-learning (5) Generation of self-learning facilities, and availability of materials for learning beyond syllabus (5) Career Guidance, Training, Placement, and Entrepreneurship Cell (5) Co-curricular and extra-curricular activities (5) Sports grounds, facilities, and qualified sports instructors (5)
Criterion 8: Governance, Institutional Support and Financial Resources (75)

Item no. 8.1 Item description Campus infrastructure and facility Points 10 8.2 Organisation, governance, and transparency 10 Evaluation guidelines Maintenance of academic infrastructure and facilities (4) Hostel (boys and girls), transportation facility and canteen (2) Electricity, power backup, telecom facility, drinking 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 working and grievance redressal system (3) Transparency and availability of correct/ unambiguous information (3)
Criterion 8: Governance, Institutional Support and Financial Resources (75) Cont..

Item no. 8.3 Item description Budget allocation, utilisation, and public accounting Points 10 Evaluation guidelines Adequacy of budget allocation (4) Utilisation of allocated funds (5) Availability of detailed audited statements of all the receipts and expenditures publicly (1) Adequacy of budget allocation (5) Utilisation of allocated funds (5)
8.4
Programme Specific Budget Allocation, Utilisation Library
10
8.5
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 8.7 Internet Safety norms and Checks 05 05 Sufficient and effective internet access facility with security and privacy (5) Checks for wiring and electrical installations for leakage and earthing (1) Fire-fighting measurements: Effective safety arrangements with emergency/multiple exits and ventilation/exhausts in auditoriums and large classrooms/labs, fire-fighting equipments and training, availability of water and such other facilities (1) Safety of civil tructures/buildings/catwalks/hostels, etc. (1) Handling of hazardous chemicals and such other hazards (2) Availability of counselling facility Arrangement for emergency medical care Availability of first-aid unit
8.8
Counselling and emergency medical care and first-aid
05
Criterion 9: Continuous Improvement (75)

Minimum qualifying points: 45 Item no. 9.1
Item description Improvement in success index of students Improvement in academic performance index of students Improvement in STR Enhancement of faculty qualification index
Points 5
Evaluation guidelines Points must be awarded in proportion to the average improvement in computed SI (in 4.1) over three years. Points must be awarded in proportion to the average improvement in computed API (in 4.2) over three years. Points must be awarded in proportion to the average improvement in computed STR (in 5.1) over three years. Points must be awarded in proportion to the average improvement in computed FQI (in 5.3) over three years.
9.2
9.3
9.4
Criterion 9: Continuous Improvement (75)

Cont.. Item no. 9.5 Item description Improvement in faculty research publication, R&D, and consultancy Continuing education Points 10 Evaluation guidelines Points must be awarded in proportion to the combined average improvement in computed FRP (in 5.7) and FRDC (5.9) over three years. Points must be awarded in proportion to participation in continuing education (contributing 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. New facilities in terms of infrastructure/equipment/facilities added to augment the programme. 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.
9.6
10
9.7
New facility created
15
9.8
Overall improvement since last accreditation, if any, otherwise, since establishment
20
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 identified in evaluation guidelines)
Name of the programme: Name and address of the institution: Name of the affiliating university: Dates of the accreditation visit: Name, designation, and affiliation of programme evaluator 1: Name, designation, and affiliation of programme evaluator 2: Name, designation, and affiliation of team chairperson:
Signatures ________________ (Programme Evaluator1) ________________ (Programme Evaluator 2) _______________ (Team Chairperson)
Criterion 1: Vision, Mission and Programme Educational Objectives

Item no. 1.1 1.2 1.3 1.4 1.5 Max. points 5 15 30 40 10 Points awarded
Item description Mission and Vision Programme Educational Objectives Attainment of Programme Educational Objectives Assessment of attainment of Programme Educational Objectives Indicate how results of assessment of achievement of PEOs have been used for redefining PEOs Total
Remarks
100
Criterion - 2: Programme Outcomes

Item no. 2.1 Item description Definition and Validation of Course Outcomes and Programme Outcomes Attainment of Programme Outcomes Assessment of attainment of Programme Outcomes Use of assessment results towards improvement of programme Total Findings: Signature Max. points 30 Points awarded Remarks
2.2 2.3
40 125
2.4
30 225
Criterion - 3: Programme Curriculum

Item no. 3.1 3.2 3.3 Item description Curriculum Curriculum components and relevance to programme outcomes Core engineering courses and their relevance to Programme Outcomes including design experience Industry interaction/internship Curriculum Development Course Syllabi Total Findings: Signature Max. points 20 15 60 Points awarded Remarks
3.4 3.5 3.6
10 15 5 125
Criterion - 4: Students Performance in the Programme Item no. 4.1 4.2 4.3 Max. points 20 20 20 Points awarded
Item description Success rate Academic performance Placement and higher studies Professional activities Total
Remarks
4.4
15 75
Findings: Signature
Criterion 5: Faculty Contributions Item no. 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 Item description Student-teacher ratio Faculty cadre ratio Faculty qualifications Faculty competencies correlation to Programme Specific Criteria Faculty as participants/resource persons in faculty development/training activites Faculty retention Faculty research publications Faculty intellectual property rights Faculty R&D and consultancy work Faculty interaction with outside world Total Findings: Signature Max. points 20 20 30 15 15 15 20 10 20 10 175 Points awarded Remarks
Criterion 6: Facilities and Technical Support Item no. 6.1 6.2 6.3 6.4 Max. points 20 15 25 15 75 Points awarded
Item description Classrooms Faculty rooms Laboratories including computing facility Technical manpower support Total
Remarks
Findings:
Signature
Criterion 7: Academic Support Units and Teaching-Learning Process Item no. 7.1 7.2 Item description Academic Support Units Teaching Learning Process Total Max. points 35 40 75 Points awarded Remarks
Findings:
Signature
Criterion 8: Governance, Institutional Support and Financial Resources

Item no. 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 Item description Campus Infrastructure and Facility Organisation, Governance, and Transparency Budget Allocation, Utilisation, and Public Accounting Programme Specific Budget Allocation, Utilisation Library Internet Safety Norms and Checks Counselling and Emergency Medical Care and First-aid Total Findings: Signature Max. points 10 10 10 10 20 5 5 5 75 Points awarded Remarks
Criterion 9: Continuous Improvement

Item no. 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 Item description Improvement in Success Index of Students Improvement in Academic Performance Index of Students Improvement in Student-Teacher Ratio Enhancement of Faculty Qualification Index Improvement in Faculty Research Publications, R&D Work and Consultancy Work Continuing Education New Facility Created Overall Improvements since last accreditation, if any, otherwise, since the commencement of the programme Total Max. points 5 5 5 5 10 10 15 20 Points awarded Remarks
75
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?
1 2 3 4 5 6 7 8 9
Vision, Mission and Programme Educational Objectives Programme Outcomes Programme Curriculum Students performance Faculty Contributions Facilities and technical support Academic Support Units and Teaching-Learning Process Governance, Institutional Support and Financial Resources Continuous Improvement Total
100 225 125 75 175 75 75 75 75 1000
60 135 75 45 105 45 45 45 45 600
Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No
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 programme 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, if any:................................................................................. .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. .............................................................................................................................. ..............................................................................................................................
(Team Chairperson)
List of documents/records to be made available during the visit (a tentative list)

(Instruction: Records of last three years to be made available, wherever applicable) The following list is just a guideline. The institution may prepare its own list of documents in support of the SAR that it is submitting. The soft copy of these documents (in the form of statements and list only) may be appended with the SAR.
Institute Specific
I.1. I.2. Land papers, built-plan, and approval, etc. Composition of governing, 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. 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.
I.3.
Institute Specific Cont..

I.4. Budget allocation and utilisation, audited statement of accounts. I.5. Informative website. I.6. Library resources---books and journal 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 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, analysis of feedback, and corrective 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 P.2 P.3 P.4 P.5 P.6 P.7 P.8 P.9 NBA accreditation reports of the past visits, if any Department budget and allocations (past three years data) Admission---seats filled and ranks (last three years data) List/number of students who have cleared the programme in four years (last three years data) CGPA (last three years data of students CGPA/ percentage) Placement and higher studies (last three years data) Professional society activities, events, conferences organised, etc. List of students papers along with hard copies of the publications; professional society publications/magazines, etc. Sample best and average project reports/thesis
P.10 Details of student-faculty ratio P.11 Faculty details with their service books, salary details, sample appointment letters, promotion and award letters/certificates
Programme Specific Cont..

P.12 P.13 P.14 P.15 P.16 P.17 P.18 P.19 P.20 P.21 P.22 P.23 P.24 Faculty list with designation, qualification, joining date, publication, R&D, interaction details List of faculty publications along with DOIs and publication/citation details List of R&D and consultancy projects along with approvals and project completion reports List and proofs of faculty interaction with outside world List of classrooms, faculty rooms List of programme-specific laboratories and computing facility within department. List of non-teaching staff with their appointment letters, etc. List of short-term courses, workshops arranged, and course modules developed Records of new programme-specific facility created, if any Records of overall programme-specific improvements, if any Curriculum, POs, PEOs, Mission, and Vision statements Correlation of outcomes with the PEOs 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. Rubrics developed to validate the Pos Continuous improvement in the PEOs Improvement in curriculum for correlating the POs and the PEOs Direct and indirect assessment methods to show attainment of the Pos Stakeholders involvement in the process of improvement of the PEOs and the Pos Collected forms of various indirect assessment tools (e.g. alumni survey, employer survey ) Any other documents which may be necessary to evaluate the SAR
P.26. P.27. P.28. P.29. P.30. P.31. P.32.
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. 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.
1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 11. ________ 12. ________ 6. Please comment on the evaluation methodology adopted by the team during the visit. 7. Whether the evaluators have tendered any advice to improve the system? If yes, please specify. (i) Name of the Evaluator: (ii) Advice:
Name of the Institution: Programme(s) evaluated: Date(s) of visit: Name of Chairperson: Names of Evaluators:
_______________________________________ _______________________________________ _______________________________________
8. Whether any of the evaluators were specific about the relevant topics related to the programme? If no, please specify. 9. Whether the evaluators interacted with students and faculty in groups or with students and faculty in private? If yes, please specify the name of the students/faculty. 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. (i) On whose insistence : (ii) What activity : 12. Whether the exit meeting met the purpose i.e., to share the visiting teams perceptions 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, 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. 4. 5.
1. ________ 2. ________ 3. ________ 4. ________ 5. ________ 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 yes, please specify. (i) Name (s) of the Evaluator : (ii) Advice :
Name of the Institution: Programme(s) evaluated: Date(s) of visit: Name of Chairperson: Names of Evaluators:
_______________________________________ _______________________________________ _______________________________________
8. Whether the evaluators were specific about the relevant topics related to the programme? If no, please specify. 9. Whether the evaluator interacted with students and faculty in groups or with students and faculty in private? If yes, please specify the name of the students/faculty . 10. Whether the evaluator has been facilitated by the institution for outdoor activity? If yes, please specify. (i) On whose insistence : (ii) What activity : 11. Please comment on the general behaviour and etiquette of the evaluators during the 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 . 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, please specify the participants and the kind of hospitality offered. Signature of the Chairperson
Feedback Form to be filled by the Evaluator about the Institution, Co-evaluator and Chairperson Purpose
This form is designed to have a fair opinion about the team members who have assisted you during the visit. This will enable the NBA to improve its system and make it more effective. We thank you in advance for the time and effort you are investing in filling out this form.
1. 2. 3. 4. 5. 6. 7.
Name of the Institution: _______________________________________ Programme(s) evaluated: _______________________________________ Date(s) of visit: _______________________________________ Name of Chairperson: _______________________________________ 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 the chairperson has tendered any advice to improve the system? If yes, please specify. 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 . (i) On whose insistence : (ii) What activity : 11. Please comment on the general behaviour and etiquette of the chairperson during the visit. 12. Please comment on the general behaviour and etiquette of the Head of the Institution / other key officials. 13. Please comment on the general behaviour and etiquette of the co-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. We thank you in advance for the time and effort you are investing in filling out this form.
1. Name of the Institution: 2. Date(s) of visit: 3. Name of the Chairperson/Evaluator*: 4. Name of the Service Provider:
Assessment of the Service Provider

I II How was your overall experience with the service provider? Please comment on customer service, travel management and consulting services. Please comment on the travel and lodging requirements met during the visit. Please comment on your travel documentation. Are you satisfied with the service provided by the Service Provider? If no, please specify.
III IV V
*Please strike out whichever is not applicable
Signature of the Chairperson/Evaluator
PART - 5
Heterogeneous System - (Autonomous and Non-autonomous) Tier - I and Tier II Reverse Engineering
Thank YOU

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Outcome Based Education and Accreditation

-An awareness workshop for Evaluators / Stakeholders

Advantages of Accreditation & Its Processes

Global Mobility upon Accreditation

How global mobility is assured ??

Sydney Accord, 2001

Dublin Accord, 2002

Seoul Accord, 2008

India National Board of Accreditation

International Accords - Issues

Who does accreditation in India

NBA A brief history

Does not encourage continuous improvement

Stifle innovation and creativity in the curriculum

Too much data may be collected and analyzed periodically

Input-Output Based Accreditation

from Input- output based Assessment to Outcomebased Assessment

staff, Management, Curriculum, Calendar.

Outcome Based Education

clear picture of what is important for students to be able to do

Outcome Based Education

Key constituents of Outcome based Education

The Graduate Attributes of NBA for UG Engineering

Summary of Graduate Attributes

Course, Degree, Programme, ??

Vision and Mission

Program Educational Objectives (PEOs)

How to Evolve Program Educational Objectives

Program Outcomes (POs)

Guidelines for the POs

Course Outcomes (COs)

Most important and fundamental to OBE

Program Specific Criteria

Publishing and disseminating Vision and Mission, PEOs, POs, COs

How do PEOs, POs and COs relate

Consistency between PEOs and Mission

Explain with reason the above correlation

Alignment of defined POs with Graduate Attributes

Explain with reason the above correlation

PEO alignment with POs

Program Educational Objectives i ii iii

Program Outcomes iv v vi vii viii ix .. .. ..

Explain with reason the above correlation

Mapping COs with POs

LEC LEC OTH

OTH OTH LEC

Program Curriculum Components

Mathematics Science Computing Humanities Professional core . ..

Program Curriculum Balance between theory and practical

Program Curriculum Contributions of professional core

Assessment methods and tools

Overall examination of the status of the performance of a group of students? (Holistic)

Generic or Task Specific ?

Sample Program Outcome: Student can Work Effectively in Teams

Program Educational Objectives(PEOs)

Few years after Graduation 4 to 5 years Upon graduation

Program Outcomes (POs)

Course Outcomes (COs)

Upon course completion

PEO Assessment tools

Assessment Tool (frequency)

CO Assessment tools for each course

PO Assessment tools for all courses