nba ppt.pdf

Outcome Based Education and Accreditation

-An awareness workshop for Evaluators / Stakeholders-An awareness workshop for Evaluators / Stakeholders

Document Created by: 1. Dr. D.K. Paliwal2. Dr. N. Murugan3. Dr. A. Koteshwara Rao4. Dr. A. Abudahir5. 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� 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 impartialthe basis of impartialassessment on the basis of well defined criteria

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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.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&Dsponsored 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. 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• For Engineering Diploma / Polytechnic program

� Dublin Accord, 2002• For Engineering Technician program

� Seoul Accord, 2008• For Professional Engineers in computing and IT – related fields

Washington Accord�An accord singed among six countries (Australia,

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

�The purpose was to mutually recognize and acceptthe qualifications accredited by signatories.

III-A

�The accord at present has 15 full signatories and 5provisional signatories.

�Members of Washington Accord have outcomebased accreditation.

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�All members accept the defined GraduateAttributes.

�Washington Accord is applicable only for UGEngineering Programmes.

�If India wants to reap the benefits of its largehuman resource and to become knowledgehuman resource and to become knowledgesociety and global supplier of trained HR – it ismust to be a full signatory of Washington Accord- Countries like Australia have a demand forEngineers.

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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)• 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 andInformatics

• India –National Board of Accreditation• 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

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

MUTUAL MUTUAL

RECOGNITION RECOGNITION

I n t e r n a t i o n a lI n t e r n a t i o n a l

A g r e e m e n t sA g r e e m e n t s �Recognition of the program by Competent Accreditation Authority and Reputation of the Institute

Obstacles�Differences in Education System�Accreditation system�Disciplines

A g r e e m e n t sA g r e e m e n t s

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� 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� 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 composition� Often involving direct prescriptions of curriculum and faculty composition� Makes the accrediting process uniform and potentially fair� Relatively easy to maintain� Stifle innovation and creativity in the curriculum

� Outcome Model� Focuses on the objectives and outcomes of the program� Requires evidence of measurement and attainment of objectives and outcomes� Too much data may be collected and analyzed periodically

Input-Output Based Accreditation

quantitative grades of students

Infrastructure facilities

lab equipment

financial resources

Number of students graduating

Programme

studentsfaculties

Number of quality of students

success rate of students

Measureable Input Measurable Outputs

Shift

from

Input- output based

Assessment

Input- outout based Assessment �Input-output : Infrastructure, Students, Teachers, Support

staff, Management, Curriculum, Calendar. Pass %, Number of publications, placement etc.,

Outcome -based AssessmentAssessment

to

Outcome-based

Assessment

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 graduationObservable and Measurable abilities / outcomes. Graduate Attributes(GA) defined by NBAThis necessitates mapping of outcomes with GA, Objectives, Mission and vision

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knowledge, skill and behavior

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Shift

Outcome Based Education

Starting with a clear picture of what is

important for students to be able to do…

Then organizing the curriculum,

delivary and assessment to make

sure learning happens…

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able to do…

OBE (Education)

OBC(Curriculum)

What the student What the student should should be able to be able to dodo ??

Outcome Based Education

dodo ??OBLT(Learning & Teaching) OBA

(Assessment)

How to make the

student achieve the

outcome?

How to measure what

the student has

achieved?

Attributes

Key constituents of Outcome based Education

MissionVision

des

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sign Graduate

Attributes

The Graduate Attributesof NBA for UG Engineering

• Engineering Knowledge : Apply knowledge ofmathematics, science, engineering fundamentals and anengineering specialization to the solution of complexengineering problems.

• Problem Analysis : Identify, formulate, research• Problem Analysis : Identify, formulate, researchliterature and analyze complex engineering problemsreaching substantiated conclusions using first principlesof mathematics, natural sciences and engineeringsciences.

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• Design/ Development of Solutions : Design solutions forcomplex engineering problems and design systemcomponents or processes that meet specified needs withappropriate consideration for public health and safety,cultural, societal and environmental considerations.

• Conduct investigations of complex problems using

. . . Graduate Attributes

• Conduct investigations of complex problems usingresearch-based knowledge and research methods includingdesign of experiments, analysis and interpretation of data andsynthesis of information to provide valid conclusions.

• Modern Tool Usage : Create, select and apply appropriatetechniques, resources and modern engineering and IT toolsincluding prediction and modelling to complex engineeringactivities with an understanding of the limitations.

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• The Engineer and Society : Apply reasoning informed by contextualknowledge to assess societal, health, safety, legal and culturalissues and the consequent responsibilities relevant to professionalengineering practice.

• Environment and Sustainability : Understand the impact ofprofessional engineering solutions in societal and environmental


professional engineering solutions in societal and environmentalcontexts and demonstrate knowledge of and need for sustainabledevelopment.

• Ethics : Apply ethical principles and commit to professional ethicsand 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 disciplinarysettings.

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• Communication : Communicate effectively on complexengineering activities with the engineering com- munity andwith society at large, such as being able to comprehend andwrite effective reports and design documentation, makeeffective presentations and give and receive clearinstructions.

• Life -long Learning : Recognize the need for and have the


• Life -long Learning : Recognize the need for and have thepreparation and ability to engage in independent and life- longlearning in the broadest context of technological change.

� Project Management and Finance : Demonstrate knowledgeand understanding of engineering and management principlesand apply these to one’s own work, as a member and leaderin a team, to manage projects and in multidisciplinaryenvironments.

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Project Management and Finance:

� Engineering knowledge� Problem analysis� Design & Development of Solutions� Investigation of Complex Problem� Modern tool usage� Engineer and society

Summary of Graduate Attributes

� 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 extra-� Cohesive arrangement of courses, co-cuuricular and extra-

curricular 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 � 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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career and professional accomplishments

How to Evolve Program Educational Objectives

A) Consultation - Professional Bodies- Industry - Faculty- Alumni - Parents- Students - Data on future- Management - Data on trends in

development in the profession

II-B (2)

B) - Summary of views during consultationC) - Accepted views - objectivesD) - Identification and designing of courses with defined objectives.

Elective and core courses.E) - 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.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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Graduate Attributes

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knowledge, skills and behavior

Course Outcomes (COs)

1. Student-focused, not professor-focusedThat means: learning not coverage-oriented

2. Alignment between course, program, and institutional levelsCourse 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 disciplineCourse outcomes should help prepare students for what is important to the discipline ofwhich the course is a part

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which the course is a part4. 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 numberLearning outcomes should focus a course on a few (say, 4-6) key purposes that have arealistic chance of being accomplished within a semester

6. Specific enough to be measurable

Most important and fundamental to OBE

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Student-focused,

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4-6)

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); 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� Awareness workshops to students and faculty periodically

� Prepare stakeholders to reinforce with the activities vis-à-vis achievement of Vision and mission, PEOs, POs, COs

How do PEOs, POs and COs relate

POs

COs

Mission

♦

♦ ♦

♦

GAs

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PEOs

Mission

Accreditation criteria1. Vision, Mission and Program Educational Objective s

2. Programme Outcomes

3. Programme Curriculum

4. Students’ Performance in the Programme

5. Faculty Contributions 5. Faculty Contributions

6. Facilities and Technical Support

7. Academic Support Units and Teaching-Learning Proc ess

8. Governance, Institutional Support and Financial R esources

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 PEOs

PEO1 PEO2 PEO3PEO1 PEO2 PEO3

Socially responsible

Technical career

………….

Explain with reason the above correlation

Alignment of defined POs with Graduate Attributes

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

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

(i) Program outcome (…)

(ii) Program outcome (…)

………….

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PEO alignment with POs

Program Educational Objectives Program Outcomes

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

(1) PEO (…)(1) PEO (…)

…….

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Contribution of courses to program outcomes

Program outcomes

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

LAB 4 CHEM30AL General Chemistry Laboratory II

LEC 4 EE1 Electrical Engineering Physics I

LEC 4 EE2 Physics for Electrical Engineers

Mapping COs with POs

Electrical Engineers

OTH 2 EE3 Introduction to Electrical Engineering

DES 4 EE115D Design Studies in Electronic Circuits

OTH 1 EE19 Fiat Lux Freshman Seminar

OTH 2 EE99 Student Research Program

LEC 4 EE100 Electrical and Electronic Circuits

40Strong Contribution Week Contribution No Contribution

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

ScienceScience

Computing

Humanities

Professional core

……………….

………………..

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Balance between various components and their coverage of the PEOs and POs

Program Curriculum – Balance between theory and practical

Course Code

Course Title

Total Number of contact hours Credits

Lecture (L)

Tutorial

(T)

Practical#

(P)

Total Hours

…….. …..

Balance between theory ad practice

Total

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Laboratory work and Project work should contribute towards outcomesDelivery method and assessment of the course is very key

Project Name Type Achivement PO

Project (….) Design Published PO 3

Project (….) Application/multi-disciplinary Prototype PO2

…….. …………… ………. …………..

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

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Design experience and engineering problem solving skills are very important

Assessment methods and tools

� Direct Assessment Method: using measurable performance indicators of students� Exams� Assignments� Projects� Tutorials� Labs� 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)(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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Rubrics is set of performance indicators

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� 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 Effectivel y in Teams

Unsatisfactory1

Developing2

Satisfactory3

Exemplary4

Score

Research & gather information

Does not collect any information relating to the topic

Collects very limited information; some relate to the topic

Collects some basic information; most refer to the topic

Collects a great deal of information; all refer to the topic

Fulfill team’s roles & duties

Does not perform any duties assigned to the team role

Performs very little duties

Performs nearly all duties

Performs all duties of assigned team to the team role assigned team roles

Shares work equally

Always relies on others to do the work

Rarely does the assigned work; often needs reminding

Usually does the assigned work; rarely needs reminding

Always does the assigned work without having to be reminded.

Listen to other Team mates

Is always talking; never allows anyone else to speak

Usually does most of the talking; rarely allows others to speak

Listens, but sometimes talk too much

Listens and speaks a fair amount

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Program Educational Objectives(PEOs)

Upon

Few years after Graduation – 4 to 5 years

When to AssessWhen to Assess

Program Outcomes (POs)

Course Outcomes (COs)

Upon

graduation

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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your organization

Assessment ToolEnd-of-course surveys

Student comments

Rubrics

CO Assessment tools for each course

Rubrics

Internal Assessment and home assignment

Semester end performance reports

Course performance history plots

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Assessment ToolEnd-of-course surveys (Quarterly).

Instructor evaluation reports (Quarterly).

Department performance report (Quarterly).

PO Assessment tools for all courses

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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Assessment Tool Assessment frequency Assessed by Revie wed by

PEOs Employer survey

Alumni survey

Any other

Every year

Once or twice a

Institute

Department

Institute/Department

Institute

POs Assignments

Examinations

End-of-course survey

Rubrics specific to PO/POs

two months

Semester end

Every six months

Faculty

Faculty

Faculty

Faculty

Faculty/Department

Faculty/Department

Summary of assessment methods/tools

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Employer survey

Faculty survey

Any other

Every year

Every six months

Institute

Department

Department

COs Assignments

Examinations

Projects

Group tasks

two months

Semester end

Every six

Faculty

Faculty

Faculty

Faculty

Faculty/Department

Faculty/Department

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

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

Alumni Survey Query(…….…) ….. ….

Alumni survey Query (……….) …….… …

Assessment of the attainment of PEOs

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…………. ………. ……….. …

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

Alumni Survey Query(…….…) ….. ….

…………. ………. ……….. …

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

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

Rubric Query(…….…) ….. ….


Assessment of the attainment of COs

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…………. ………. ……….. …

2. CO (..) Assignment Problem (……....) 80% 85%

Industry Survey Query(…….…) ….. ….

…………. ………. ……….. …

Assessment of the attainment of POs

� POs attainment through each Course

Contribution of courses to program outcomes

Program outcomes

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

LAB 4 CHEM30AL General Chemistry Laboratory II

� POs attainment through all the courses and activities

Chemistry Laboratory II

LEC 4 EE1 Electrical Engineering Physics I

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� 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 YOUThank YOU

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ACCREDITATION MANUAL For

UNDERGRADUATE ENGINEERING

PART - 2

UNDERGRADUATE ENGINEERING

PROGRAMMES

(TIER – I)

AUTHORITIES OF NBA

(i) The General Council

(ii) 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 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. • 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.• 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 byStep 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 DON’Ts for preparing the SARDOs:

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) margin12 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 DON’Ts for preparing the SAR

DON’Ts :

Don’t send the following objects with the SAR:

• Original documents.• 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)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 thename of the university, which has given affiliation tothis institution, are to be listed here.)

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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.)

I.3. 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 Description

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

(intake strength)

............. (date) NBA-AICTE accreditation visits and accreditation

I. Institutional Information Cont…..

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............. (date) 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 chronologicaldevelopment along with the past accreditation records need to belisted here.)

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).


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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-for-profit / private self-financing / other:(Instruction: Financial status of the institute has to be

mentioned here.)

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


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I .9 External sources of funds

Name of the

external source

CFY CFYm1 CFYm2 CFYm3

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

last three financial years are to be listed here.)

I .10 Internally acquired funds:

Name of the

internal sourceCFY CFYm1 CFYm2 CFYm3

Students’ fee


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Students’ fee

(Instruction: The different sources of the internal

funds over the last three financial years are to be listed

here.)

I. 11 Scholarships or any other financial assistanceprovided 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)


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basis for the award of such scholarship)

Details FY CFYm1 CFYm2 CFYm3

Category

Scholarship Assistance

Amount

I. 13 Total number of engineering students

I. 12 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.)

CAY CAYm1 CAYm2 CAYm3


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CAY CAYm1 CAYm2 CAYm3

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.)

I. 14 Total number of employees

(Instruction: Total number of employees, both

men and women, has to be listed here. The


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data may be categorised in a tabular form as

teaching and supporting staff.)

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

ItemsCAY CAYm1 CAYm2 CAYm3

Min Max Min Max Min Max Min Max

Teaching staff in M


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Teaching staff in

engineering

M

F

Teaching staff in

science &

humanities

M

F

Non-teaching staff M

F

(Instruction: Staff strength, both teaching and non-teaching, over the

last three academic years has to be listed here.)

A. Regular Staff


Min Max Min Max Min Max Min Max

Teaching

staff in

engineering

M

F


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engineering

Teaching

staff in

science &

humanities

M

F

Non-

teaching

staff

M

F

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:

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Program Description

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

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

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

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

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

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

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

II.4. Mission and Vision of the Department

(The department is required to specify its Mission andVision)

II.5. List of the programmes/ departments which share humanresources and/or the facilities of this programmes/departments (in %):

II. Departmental Information Cont…….

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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:

II.7. Mission and Vision of the Department

(The department is required to specify its Mission andVision)


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

Teaching staff


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Teaching staff

in the

department

Non-teaching

staff

Total

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

CFYm2

Actual

Expens

es in

CFYm2

Budget

ed in

CFYm3

Actual

Expens

es in

CFYm3

Laboratory equipment

Software purchase


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Software purchase

Laboratory

consumables

Maintenance and

spares

Travel

Miscellaneous

expenses for academic

activities

Total

III.1. Name of the Programme

UG in ______________

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

certificate and transcript, and abbreviation used for the

programme.)


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III.2. Title of the Degree

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

certificate and transcript, and abbreviation used for the

degree.)

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

of the Programme coordinator for the NBA:

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

accreditation, if any:

Program Description

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

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


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Accredited in ……….

III.5. Deficiencies, weaknesses/concerns from previous

accreditations:

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

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

current and three previous academic years (1st July to

30th June) in the programme:

Items CAY CAYm1 CAYm2 CAYm3



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Teaching

staff with the

program

Non-

teaching

staff

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):

III. Programme Specific information Cont…….

Items

Budge

ted in C

FY

Actua

l expe

nses

in CF

Y (till …

Budge

ted in

CF

Ym

1

Actua

l Expe

nses

in CF

Ym

1

Budge

ted in

CF

Ym

2

Actua

l Expe

nses

in CF

Ym

2

Budge

ted in

CF

Ym

3

Actua

l Expe

nses

in CF

Ym

3

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Budge

ted in C

FY

Actua

l expe

nses

…)

Budge

ted in

Actua

l Expe

nses

Budge

ted in

Actua

l Expe

nses

Budge

ted in

Actua

l Expe

nses


Software purchase

Laboratory consumables

Maintenance and spares

Travel

Miscellaneous expenses for academic activities

Total

PART B

1. Vision, Mission and Programme

Educational Objectives (100)

1.1. Mission and Vision (5)

1.1.1. State the Vision and Mission of the institute and

department (1)

(List and articulate the vision and mission statements of the

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(List and articulate the vision and mission statements of theinstitute 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 visionand mission are published and how these are disseminated amongstakeholders)

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 missionof the department from the vision and mission of the institute.)

1.2. Programme Educational Objectives (15)

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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)

1.2.3 .List the stakeholders of the programme (1)

(List stakeholders of the programme under consideration foraccreditation and articulate their relevance)

1.2.4. State the process for establishing the PEOs (5)



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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 programme’s 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.)

1.3. Attainment of Programme Educational Objectives (30)

1.3.1. Justify the contributions of the Programme

Curriculum towards attainment of the PEOs

(15)

(Describe the broad curricular components that



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(Describe the broad curricular components thatcontribute towards the attainment of the ProgrammeEducational Objectives)

1.3.2. Explain how administrative system helps

in ensuring the attainment of the PEOs (15)

(Describe the committees and their functions,working process and related regulations.)

1.4. Assessment of the attainment of Programme

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



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Describe the assessment process that periodically documents anddemonstrates the degree to which the Programme EducationalObjectives are attained. Also include information on:a) A listing and description of the assessment processes used to gatherthe data upon which the evaluation of each programme educationalobjective 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 arerelevant and appropriate to the programme;b) The frequency with which these assessment processes are carried out

1.4.2. Give evidences for the attainment of the PEOs (30)

a) The expected level of attainment for each of the programeducational objectives;



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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.

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



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(Articulate with rationale how the results of the evaluation of PEOs havebeen used to review/redefine the PEOs)

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

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(List the course outcomes of the courses in programme curriculumand 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 arepublished and how these are disseminated among stakeholders)

2. Programme Outcomes (225) Cont……

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

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Attributes prescribed by the NBA (10)(Indicate how the POs defined for the programme are aligned with theGraduate 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)

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 theprogramme outcomes. The strength of the correlation may also beindicated)


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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. lectureinterspersed with discussion, asynchronous mode of interaction, groupdiscussion, project etc.) used to deliver the courses and justify theeffectiveness of these methods for the attainment of the POs. This may befurther justified using the indirect assessment methods such as course-end surveys.)

2.2.3. Indicate how assessment tools used to assess the impact

of delivery of course/course content contribute towards

the attainment of course outcomes/programme outcomes

(10)

(Describe different types of course assessment and evaluation methods (both direct and indirect) in practice and their relevance towards the


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(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 programme curriculum contribute towards the attainment of the POs.)

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:


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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.

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:


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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.

2.3.2. Indicate results of assessment of each PO (100)

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

outcomes;

d) Summaries of the results of the evaluation processes and


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d) Summaries of the results of the evaluation processes and

an analysis illustrating the extent to which each of the

programme outcomes are attained; and

e) How the results are documented and maintained.

2.4. Use of assessment results towards improvement of the

programme (30)

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


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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.)

3. Programme Curriculum (125)

3.1. Curriculum (20)

3.1.1. Describe the Structure of the Curriculum (5)

Course

Code Course

Title

Total Number of contact hours Credits

Lecture

(L)

Tutorial

(T)

Practical#

(P)

Total

Hours

……..

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…….. …..

Total

#Seminars, project works may be considered as practical

3. Programme Curriculum (125) Cont……

3.1.2. Give the Prerequisite flow chart of courses (5)

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

3.1.3. Justify how the programme curriculum satisfies the

program specific criteria (10)

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program specific criteria (10)

(Justify how the programme curriculum satisfies the programspecific criteria specified by the American professional societiesrelevant to the programme under accreditation)

3.2. State the components of the curriculum and their

relevance to the POs and the PEOs (15)

Programme curriculum grouping based on different components

Course

Component

Curriculum

Content

(% of total

number of

credits of the

Total number

of contact

hours

Total

Number

of credits

POs PEOs


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credits of the

programme )

Mathematics

Science

Computing

Humanities

Professional

core

……………….

………………..

3.3. State core engineering subjects and their relevance to

Programme Outcomes including design experience

(60) (Describe how the core engineering subjects in thecurriculum are giving the learning experience with the

complex engineering problems)

3.4. Industry interaction/internship (10)

(Give the details of industry involvement in the programme suchas industry-attached laboratories and partial delivery of courses


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as industry-attached laboratories and partial delivery of coursesand 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 considering the PEOs and the POs)

3.5.2. Illustrate the measures and processes used to

improve courses and curriculum (10)

(Articulate the process involved in identifying the requirements forimprovements in courses and curriculum and provide the evidenceof continuous improvement of courses and curriculum)

3.6. Course Syllabi (5)

(Include, in appendix, a syllabus for each course used. Syllabi


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(Include, in appendix, a syllabus for each course used. Syllabiformat should be consistent and shouldn’t exceed two pages.)• The syllabi format may include:

• Department, course number, and title of course

• Designation as a required or elective course

• Pre-requisites

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

Course Assessment methods(both continuous and semester-end

assessment)

• Course outcomes

• Topics covered

• Text books, and/or reference material

Admission intake in the programme

4. Students’ Performance (75)

Item CAY CAY

m1

CAY

m2

CA

Y

m3

Sanctioned intake strength in the

programme (N)

Total number of admitted students in first

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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

(N1 + N2)

Success Rate (20)

Provide data for the past seven batches of students

4. Students’ Performance (75) Cont……

Year of entry (in

reverse

chronological

order

Number of Students

admitted in 1st year

+ admitted via

lateral entry in 2nd

year (N1 + N2)

Number of students who have successfully

completed*

1st

year

2nd

year

3rd

year

4th year

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year year year

CAY

CAYm1

CAYm2

CAYm3

CAYm4 (LYG)

CAYm5

(LYGm1)

CAYm6

(LYGm2)*successfully completed implies zero backlogs

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 LYG

(CAYm4)

LYGm1

(CAYm5)

LYGm2


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(CAYm4) (CAYm5) (CAYm6)

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 = ..................................................................

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

Academic Performance (20)

API = Academic performance index

= Mean of cumulative grade point average (CGPA)

of all successful students on a 10-point CGPA

system

Or = (Mean of the percentage of marks of all


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Or = (Mean of the percentage of marks of all

successful students)/10

Assessment = 2 × API

Average Assessment for three Years

4.2.1. Placement and Higher Studies (20)

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

where,x = Number of students placed


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y = Number of students

admitted for higher

studies with valid qualifying scores/ranks,

and

N = Total number of

students who were admitted

in the batch including lateral entry subject to

maximum

Item LYG LYG

m1

LYG

m2

Number of admitted students corresponding to

LYG including lateral entry (N)

Number of students who obtained jobs as per the

record of placement office (x1)


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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 =

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.


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

Professional Activities (15)

4.3.4. Entrepreneurship initiatives, product designs, and

innovations (3)

(Instruction: The institution may specify the efforts andachievements.)


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4.3.5. Publications and awards in inter-institute events by

students of the programme of study (3)

(Instruction: The institution may provide a tableindicating those publications, which fetched awardsto students in the events/conferences organised byother institutes. A tabulated list of all other studentpublications may be included in the appendix.)

5. Faculty Contributions (175)

List of Faculty Members: Exclusively for the Programme

/ Shared with other Programmes

Name of

the

faculty

member

Qualification,

university, and year

of graduation

Designation and

date of joining

the institution

Distribution of

teaching load (%)

Number of

research

publications in

journals and

conferences

since joining

IPRs R&D and

consultanc

y work

with

amount

Holdin

g an

incubat

ion

unit

Interact

ion

with

outside

world

1st Year UG PG

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since joining

5. Faculty Contributions (175) Cont……

5.1 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

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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)

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

(max. = 20)

CAYm2

CAYm1


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CAYm1

CAY

Average assessment

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)


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fractional load)

N2 = Number of faculty positions needed for

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

CAYm2

CAYm1

CAY

5.2. Faculty Cadre Ratio (20)

Assessment = 20 × CRI

where, CRI = Cadre ratio index

= 2.25 × (2x + y)/N; subject to max. CRI = 1.0

where, x = Number of professors in the programme

y = Number of associate professors in the

programme programme


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programme programme

Year x y N CRI Assessment

CAYm2

CAYm1

CAY

Average assessment

5.3. Faculty Qualifications (30)

Assessment = 6 × FQI

where, FQI = Faculty qualification index

= (10x + 6y + 2z0)/N2

such that, x + y +z0 ≤ N2; and z0 ≤ z

where, x = Number of faculty members with PhD


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where, x = Number of faculty members with PhD

y = Number of faculty members with ME/ M Tech

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

x y N FQI Assessment

CAYm2

CAYm1

CAY

Average assessment

5.4. Faculty Qualifications (30)

Faculty Competencies correlation to Programme Specific Criteria (15)(Provide evidence that program curriculum satisfies the applicableprogramme criteria specified by the appropriate Americanprofessional associations such as ASME, IEEE and ACM. You may listthe programme specific criteria and the competencies


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(specialisation, research publication, course developments etc.,) offaculty to correlate the programme specific criteria andcompetencies)

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

Name of the faculty max. 5 per faculty

CAYm2 CAYm1 CAY


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Sum

N (Number of faculty positions

required for an STR of 15)

Assessment = 3 × Sum/N

Average assessment

5.6. Faculty Retention (15)

Assessment = 3 × RPI/N

where RPI = Retention point index


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where RPI = Retention point index

= Points assigned to all faculty

members

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)



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experience (x2)


experience (x3)


experience (x4)

Number of faculty members with more than 5

years experience (x5)

N

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

Assessment

Average assessment

5.7. 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.)


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research papers and books published in the past three years.)

The research papers considered are those (i) which can be

located on Internet and/or are included in hard-copy

volumes/proceedings, published by reputed publishers, and

(ii) the faculty member’s affiliation, in the published

papers/books, is of the current institution.

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)

FRP points (max. 5 per faculty)

CAYm2 CAYm1 CAY

Sum


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Sum

N (Number of faculty

positions required for an

STR of 15)

Assessment of FRP = 4 ×

Sum/N

Average assessment

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

Assessment of FIPR = 2 × (Sum of the FIPR points scored by each

faculty member)/N(Instruction: A faculty member scores maximum five FIPR points

each year??. FIPR includes awarded national/international patents,

design, and copyrights.)

Name of faculty member FIPR points (max. 5 per

faculty member)


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Name of faculty member

(contributing to FIPR)faculty member)

CAYm2 CAYm1 CAY

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

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

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

Sum

N

Assessment of FIPR = 2 × Sum/N

Average assessment

5.9. 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


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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.


(contributing to FPPC)

FPPC points (max. 5 per faculty

member)

CAYm2 CAYm1 CAY

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

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


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

Sum

N

Assessment of FRDC = 4

× Sum/N Average assessment

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)


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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.


(contributing to FIP)

FIP points

CAYm2 CAYm1 CAY

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

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


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Sum

N

Assessment of FIP = 2 × Sum/N

Average assessment

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

cityRooms equipped with

PC, Internet, Book rack,

meeting space, etc.

No. of Classrooms Classroom

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No. of Classrooms Classroom

for 2nd

year

Tutorial rooms

No. of Seminar

rooms

No. of Meeting

rooms

No. of Faculty rooms

(n)

6. Facilities and Technical Support (75) 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.)

6.1.2. Teaching aids---multimedia projectors, etc. (5)

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6.1.2. 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 thepreceding table and the inspection thereof.)


6.2. Faculty Rooms in the Department (15)

6.2.1. Availability of individual faculty rooms (5)(Instruction: Assessment based on the information providedin the preceding table)

6.2.2. Room equipped with white / black board,

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6.2.2. Room equipped with white / black board,

computer, Internet, and such other amenities

/facilities (5)(Instruction: Assessment based on the information provided inthe preceding table)


6.2.3. Usage of room for counselling/discussion with

students (5)

(Instruction: Assessment based on the information provided in thepreceding table and the inspection thereof.)

The following table is required for the subsequent criteria.

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Laboratory

description in

the

curriculum

Exclusive

use /

shared

Space,

number of

students

Number of

experiment

s

Quality of

instrumen

ts

Laboratory

manuals


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 informationprovided in the preceding table.)

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provided in the preceding table.)

6.3.2. Availability of computing facilities in the

department (5)

(Instruction: Assessment based on the informationprovided in the preceding table.)


6.3.3. Availability of laboratories with technical support within

and beyond working hours (5)

(Instruction: Assessment based on the information provided in the preceding table.)

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6.4.4. Equipment to run experiments and their maintenance,

number of students per experimental setup, size of

the laboratories, overall ambience, etc. (5)



6.4. Technical Manpower Support in the Department (15)

Name of

the

technical

Designati

on (pay-

scale)

Exclusive /

shared

work

Date of

joining

Qualification Other

technical

skills

Resp

onsi

bility

At

JoiningNow

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technical

staff

scale) work skills

gained

bilityJoining


6.4.1. Availability of adequate and qualified technical

supporting staff for programme-specific

laboratories (10)


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preceding table.)

6.4.2. Incentives, skill-upgrade, and professional advancement

(5)


7. Academic Support Units and Teaching-

Learning Process (75)

Students’ Admission

Admission intake (for information only)

Item CAY CAYm1 CAYm2 CAYm3

Sanctioned intake strength in the

institute (N)

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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)

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

the sanctioned capacity may be reported here.)


Learning 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 CAY CAYm1 CAYm2 CAYm3

More than 98 percentile

95--98 percentile

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95--98 percentile

90--95 percentile

80--90 percentile

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

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

Admitted without rank

(Instruction: The admission quality of the students in terms of their ranks in the

entrance examination may be presented here.)

Tabular data for estimating student-teacher ratio and faculty qualification for first

year common courses



List of faculty members teaching first year courses:

Name of

faculty

member

Qualific

ation

Designa

tion

Date of joining the institution

Department with which associated

Distribution of teaching load (%)

1st year UG PG

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1st year UG PG

(Instruction: The institution may list here the faculty members

engaged in first year teaching along with other relevant data.)



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 Number of faculty FYSTR Assessment = (10 ×

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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



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 ≤ Zx = Number of faculty members with PhD

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x = Number of faculty members with PhD

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

Qualified/MPhil

z = Number of faculty members with

BE/BTech/MSc/MCA/MA

N = Number of faculty members needed

for FYSTR of 25



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 ≤ Zx = Number of faculty members with PhD

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x = Number of faculty members with PhD

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

Qualified/MPhil

z = Number of faculty members with

BE/BTech/MSc/MCA/MA

N = Number of faculty members needed

for FYSTR of 25



Year x y z N Assessment of faculty

qualification

CAYm2

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CAYm2

CAYm1

CAY

Average assessment of

faculty qualification



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, Software Type of Quality of Laboratory

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Laboratory

descriptionSpace,

number of

students

Software

used

Type of

experimen

ts

Quality of

instruments

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.)



7.1.4. Language laboratory (2)

Language

laboratorySpace,

number of

students

Software

usedType of

experiments

Quality of

instruments

Guidance

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students

(Instruction: The institution may provide the details of the language laboratory. The descriptors as listed here are not exhaustive).



7.2. Teaching – Learning Process(40)

7.2.1. Tutorial classes to address student questions:

size of tutorial classes, hours per

subject given in the timetable (5)

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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:

Number of students per tutorial class:

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

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

(Instruction: Here the institution may report the details of



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the tutorial classes that are being conducted on various

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

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

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




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the tutorial classes that are being conducted on various

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



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

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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).



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

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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 feedbackquestionnaire. It needs to justify that the feedback mechanism it hasdeveloped really helps in evaluating teaching and finally contributing tothe quality of teaching).



7.2.4. Scope for self-learning (5)

(Instruction: The institution needs to specify the scope for self-learning/ learning beyond syllabus and creation of facilities for self-learning /learning beyond syllabus.)

7.2.5. Generation of self-learning facilities, and availability

of materials for learning beyond syllabus (5)

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of materials for learning beyond syllabus (5)

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

learning / 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,

Entrepreneurship cell and incubation facility and impact of such

systems)



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)

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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)

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. Hostel (boys and girls), transportation

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8.1.2. Hostel (boys and girls), transportation

facility, and canteen (2)

Hostels No. of rooms

Assistance

No. of students

accommodated

Hostel for

Boys:

Hostel for

Girls:


Financial Resources (75) Cont….

8.1.3. Electricity, power backup, telecom facility,

drinking water, and security (4)

(Instruction: Specify the details of installed capacity, quality, availability, etc.)

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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.)

8.2.1. Governing body, administrative setup, and functions

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



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responsibilities; frequency of the meetings; and attendancetherein, in a tabular form. A few sample minutes of themeetings and action taken reports should be annexed.)

8.2.2. Defined rules, procedures, recruitment, and

promotional policies, etc. (2)(Instruction: List the published rules, policies, and procedures;year of publications; and state the extent of awareness amongthe employees/students. Also comment on its availabilityon Internet, etc.)

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



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

8.3. Budget Allocation, Utilisation, and Public

Accounting (10)

Summary of current financial year’s budget



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Summary of current financial year’s budget

and the actual expenditure incurred

(exclusively for the institution) for three

previous financial years.



Item Budgete

d in

CFY

Expense

s in CFY

(till …)

Expenses

in CFYm1

Expenses in

CFYm2

Infrastructural built-up

Library


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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

relevant items if applicable.)



8.3.1. Adequacy of budget allocation (4)

8.3.2. Utilisation of allocated funds (5)

(Instruction: Here the institution needs to state how thebudget was utilised during the last three years.)

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budget was utilised during the last three years.)

8.3.3. Availability of the audited statements on the

institute’s website (1)

(Instruction: Here the institution needs to state whether theaudited statements are available on its website.)



8.4. 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):

Items Budgete

d in CFY

Actual

expenses in

CFY

Budgete

d in

CFYm1

Actual

Expenses

in CFYm1

Budgeted

in CFYm2

Actual

Expenses

in CFYm2

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CFY

(till …)

CFYm1 in CFYm1 in CFYm2


Software purchase

R&D


Maintenance and spares

Travel

Miscellaneous expenses for

academic activities

Total



8.4.1. Adequacy of budget allocation (5)

(Instruction: Here the institution needs to justify that the budget allocated over the years was adequate.)

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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.)



8.5. Library (20)

8.5.1. Library space and ambience, timings and usage,

availability of a qualified librarian and other staff,

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availability of a qualified librarian and other staff,

library automation, online access, networking, etc.

(5)

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



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

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Timings: During working day, weekend, and vacation

Number of library staff

Number of library staff with degree in Library

Management Computerisation for search,

indexing, issue/return records Bar coding used

Library services on Internet/Intranet INDEST or other similar

membership Archives



8.5.2. Titles and volumes per title (4)

Number of titles ...................................

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

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Number of new

titles addedNumber of new

editions added

Number of new

volumes added

CFYm2

CFYm1

CFY



8.5.3. Scholarly journal subscription (3)

Details CFY CFYm1 CFYm2 CFYm3

Science As soft copy

As hard copy

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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



8.5.4. Digital Library (3)

Availability of digital library contents:

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

books, etc. Availability of an exclusive server:

Availability over Intranet/Internet: Availability of exclusive

space/room: Number of users per day:



8.5.4. Library expenditure on books, magazines /

journals, and miscellaneous contents (5)

Year Expenditures Comments

Book Magazine/journ Magazine/jour Misc.

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Book Magazine/journ

als (for hard

copy

subscription)

Magazine/jour

nals (for soft

copy

subscription)

Misc.

Contents

CFYm2

CFYm1

CFY



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:

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Availability in most computing labs:

Availability in departments and other units:

Availability in faculty rooms:

Institute’s 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.)



8.7. Safety Norms and Checks (5)

8.7.1. Checks for wiring and electrical installations for

leakage and earthing (1)

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leakage and earthing (1)

8.7.2. Fire-fighting measurements: Effective safety

arrangements with emergency / multiple exits

and ventilation/exhausts in auditoriums and large

classrooms/laboratories, fire-fighting equipment

and training, availability of water, and such other

facilities (1)



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

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(Instruction: The institution may provide evidence that it is takingenough measures for the safety of the civil structures, fire, electricalinstallations, wiring, and safety of handling and disposal ofhazardous substances. Moreover, the institution needs to show theeffectiveness of the measures that it has developed to accomplish thesetasks.)



8.8. Counselling and Emergency Medical Care and

First-aid (5)

Availability of counselling facility (1)

Arrangement for emergency medical care (2)

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Arrangement for emergency medical care (2)

Availability of first-aid unit (2)

(Instruction: The institution needs to report the availability of the facilities discussed here.)

8. Continuous Improvement (75)

8.8. Counselling and Emergency Medical Care and

First-aid (5)

From 9.1 to 9.5 the assessment calculation can be done

as follows

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

successive years, assessment can be calculated as

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

min(c,b))

9. Continuous Improvement (75) Cont…….

9.1. Improvement in Success Index of Students (5)

From 4. 1

Items LYG LYGm1 LYGm2 Assessment

Success index

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From 4. 2

9.2. Improvement in Academic Performance Index of

Students (5)


API


9.3. Improvement in Student-Teacher Ratio (5)

From 5. 1

Items CAY CAYm1 CAYm2 Assessment

STR

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From 5. 3

9.4. Enhancement of Faculty Qualification Index (5)


FQI


9.5. Improvement in Faculty Research Publications,

R&D Work and Consultancy Work (10)

From 5.7 and 5.9

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FRP

FPPC


9.6. 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

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Module

description

Any other

contributory

institute/

industry

Developed/

organized

by

Duration Resource

persons

Target

audience

Usage

and

citation,

etc.

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

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

Assessment =


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:

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Specify the

strengths/

weakness

Improvement

brought in

Contributed by List the PO(s),

which are

strengthened

Comments,

if any

CAY

CAYm1

CAYm2

.........

……..

DeclarationThe 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.

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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.

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 NBA’s provision.

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

accreditation manual concerned for this application, rules, regulations and

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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

PART - 4

Guidelines for EvaluatorsGuidelines for 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.

Functions of Evaluators

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.

•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 otherinfrastructural facilities.

Functions of Chairperson

infrastructural facilities.•study the SAR provided by the institution/university

and coordinate with evaluators to identify areas whereadditional information is required and issues that require an in-depth analysis during the visit.

•gather necessary information during the visit to supportthe 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.

• Inform the findings of the evaluation team to the Head of the Institution/Dept.

Functions of Chairperson 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 itto the NBA within the stipulated time.

The entire process of an accreditation visit comprises four activities.

•Pre-visit activities

•Activities during the visit

Accreditation Visit

•Report writing

•Seeking 3600 feedback

TABLE 1 SUMMARY OF ACTIVITIES DURING THE VISIT Day Activities Duration

0 Meeting among team members 45 minutes

Discuss the schedule and plan of activities 15 minutes

I Meeting with Management Representative, Head of the Institution, Head of the Department

30 minutes

Visit to central facilities 2 hours

Lunch

Presentation by Head of the Department 30 minutes

Visit to laboratories, library, computing centre and other facilities

1 hour

Visit to classes 30 minutesVisit to classes 30 minutes

Interaction with students 30 minutes

Meeting among team members 30 minutes

II Verification of programme documents/evidence 2 hours

Interaction with faculty members 30 minutes

Lunch

Interaction with Management Representative, Head of the Institute, Head of the Department

30 minutes

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

Preparation of the evaluator’s report 30 minutes

III Conduct of exit meeting 1 hour

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

SAMPLE QUESTIONS

TO THE HEAD OF INSTITUTION

� How is equitable distribution of funds to departments ensured?

� How does research activity have linkages and benefits toundergraduate programme?

� Are research scholars and PG students used in tutorials andlaboratory demonstration? Do they receive any training?laboratory demonstration? Do they receive any training?

� What are faculty workloads like? How do you balance the work loadbetween teaching and research?

� What are the strategic directions for engineering? In whichdirection is engineering headed at your institution?

� Is the level of industry input to programme design andtargetedgraduate 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?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 COORDINATORSCont.....

� 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 � 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?


� What are the characteristics that make this programme good orunique?

� 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 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?


� 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?� 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 events

prescribed as part of the overall educational design, or simply included

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?


� 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?


� 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?


� 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?� 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 � 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 FACULTYCont…

� 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 � 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 FACULTYCont…….

� 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 FACULTYCont…….

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

� What are the roles of the Head of the Department, Course coordinators and staff members in program review and quality improvement?

� How often does the staff meet as a teaching team to discuss program improvement issues?

� What are other consultation/grievances mechanisms available?

TO STUDENTS

� How has your educational experience measured up to your expectations?

� 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 andprofessional capabilities development? Are there measures of yourprofessional capabilities development? Are there measures of yourpersonal development and performance such as team-work,leadership, management, communication and presentation skills, selflearning capacity etc? Are these systematically addressed in subjectsstudied?

� 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 STUDENTSCont…….

� Do you feel that you have an understanding of the targeted outcomes for yourprogramme and the real nature of engineering practice in your chosen domain? Howwas this understandings established?

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

� How accessible are faculty?

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

� What do you think are the key attributes an employer would be looking for in agraduate engineer?

� How effective are subject/unit outline documents in communicating and interlinkingobjectives, learning outcomes, activities and assessment strategies within individualunits?

� Is assessment well coordinated with objectives and targeted learning outcomes withinacademic units?

� Are there other avenues of embedded professional practice exposure other thanplacement activities such as industry visits, field trips, industry assignments, casestudies, industry based projects etc.? Is there sufficient exposure to professionalpractice?


� How effective is laboratory learning? Are experiments prescriptive oropen ended?

� What has been the nature of project-based learning activity in theprogramme? 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� Have you been involved in any team based learning activities yet? Have youbecome a good team player and/or team leader? Are you assessed for yourteam performance?

� What input do you have to the quality system, through surveys, input to theprocesses of educational design and continuous improvement? Is your feedbackeffective? Does it bring about change? Do you hear about improvement made?

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

� Comment on attainment of program educational objectives.


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

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 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?


� 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.

Item description

Points Evaluation guidelines/ award of marks

1.1 Mission and Vision

5 • Listing and articulation of the vision and mission statements of the institute and department (1)

• Description of media (e.g. websites, curricula • Description of media (e.g. websites, curricula books) in which the vision and mission are published and how these are disseminated among 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)

Item no.

Item description


1.2 Programme Educational Objectives

15 • Listing and articulation of the program educationalobjectives of the programme under accreditation (2)

• Description of media (e.g. websites, curriculabooks) in which the PEOs are published and howthese are disseminated among stakeholders (2)

• Listing of stakeholdersof theprogrammeunder

Evaluation Guidelines Cont…..

• Listing of stakeholdersof theprogrammeunderconsideration for accreditation and articulation oftheir relevance (1)

• Description of the process that documents anddemonstrates periodically that the PEOs arebased on the needs of the programme’sstakeholders (5)

• Description as to how the Programme EducationalObjectives are consistent with the Mission of thedepartment (5)

Item no.

Item description


1.3 Attainment of ProgrammeEducational Objectives

30 • Description of the broad curricular components that contribute towardsthe attainment of the Programme Educational Objectives (15)

• Description of the committees and their functions, workingprocessesand related regulations (15)

1.4 Assessment of attainment of Programme Educational

40 • Description of the assessment process that documents anddemonstrates periodically the degree to which the ProgrammeEducational Objectives are attained (10)

• Information on: (a) listing and description of the assessment


Educational Objectives

• Information on: (a) listing and description of the assessmentprocesses used to gather the data upon which the evaluationof each programme educational objective is based. Examplesof data collection processes may include, but are not limitedto, employer surveys, graduate surveys, focus groups, industrialadvisory committee meetings, or other processes that arerelevant and appropriate to the programme; (b) The frequency withwhich these assessment processes are carried out (15)

• Details of evidence that the PEO have been achieved: (a) Theexpected level of attainment for each of the programme educationalobjectives; (b) Summaries of the results of the evaluation processesand an analysis illustrating the extent to which each of the programmeeducational objectives has been attained; and (c) How the results aredocumented and maintained (15)

Item no.

Item description Points Evaluation guidelines/ award of marks

1.5 Indicate how results ofassessment ofachievement of PEOshave been used for

10 •Articulation with rationale as to howthe results of the evaluation of thePEOs have been used toreview/redefinethePEOs(10)


have been used forredefining PEOs

review/redefinethePEOs(10)


Criterion 2: Programme Outcomes (225)

Item no.

Item description

Points Evaluation guidelines

2.1 Definition and Validation of Course Outcomes and Programme

30 • Listing of the course outcomes of the courses inprogramme curriculum and programme outcomes ofthe programme under accreditation (2)

• Description of media (e.g. websites, curriculabooks)in which thePOsarepublishedandhow theseProgramme

Outcomesbooks)in which thePOsarepublishedandhow theseare disseminated among stakeholders (3)

• Description of the process that documents anddemonstrates periodically that the POs are defined inalignment with the graduate attributes prescribed bythe NBA (5)

• Details as to how the POs defined for the programme arealigned with the Graduate Attributes of the NBA asarticulated in the accreditation manual (10)

• Correlation of the defined POs of the programme withthe PEOs (10)

Item no.

Item description


2.2 Attainment of Programme Outcomes

40 • Correlation between the course outcomes and theprogramme outcomes. The strength of the correlation isto 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 coursesand justify the

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

project etc.) used to deliver the coursesand justify theeffectiveness of these methods for the attainment of thePOs. This may be further justified using the indirectassessment methods such as course-end surveys. (10)

• Description of different types of course assessment andevaluation methods (both direct and indirect) in practiceand their relevance towards the attainment of the POs. (10)

• Justification of the balance between theory and practical forthe attainment of the PEOs and the POs. Justify how thevarious project works (a sample of 20% best and averageprojects from total projects) carried as part of theprogramme curriculum contribute towards the attainmentof the POs. (10)

Item no.

Item description


2.3 Assessment of attainment of Programme Outcomes

125 • Description of the assessment processes that documentsand demonstrates periodically the degree to which theProgramme Outcomes are being attained. (25)

• Information on: (a) listing and description of theassessment processes used to gather the data uponwhich the evaluation of each the programmeeducational objective is based. Examples of datacollection processes may include, but are not


collection processes may include, but are notlimited to, specific exam questions, studentportfolios, internally developed assessment exams,senior project presentations, nationally-normedexams, oral exams, focus groups, industrialadvisory committee and (b) the frequency withwhich these assessment processes are carried out (50)

• Information on: (a)The expected level of attainment foreach of the programme outcomes; (b) Summaries of theresults of the evaluation processes and an analysisillustrating the extent to which each of the programmeoutcomes are attained; and (c) How the results aredocumented and maintained (50)

Item no.

Item description


2.4 Use of assessment results towards improvement

30 • Articulation with rationale the curricularimprovements brought in after the review ofthe attainment of the POs (5)

• Articulation with rationale the curricular


improvement of the programme

• Articulation with rationale the curriculardelivery and assessment improvementsbrought in after the review of the attainmentof the POs (10)

• Articulation with rationale how the results ofthe evaluation of the POs have been used toreview/redefine the POs in line with theGraduate Attributes of the NBA (15)

Criterion 3: Programme Curriculum (125)


Item no.

Item description Points Evaluation guidelines

3.1 Curriculum 20 • Structure of the curriculum (5)• Drawing of the schematic of the prerequisites of the

courses in the curriculum (5)• Evidence that programme curriculum satisfies the

applicable program criteria specified by the appropriate American professional associations such as ASME, IEEE and ACM (10)such as ASME, IEEE and ACM (10)

3.2 Curriculum components and relevance to the Pos and the PEOs

15 • Detailing of programme curriculum grouping based on different components and their relevance to programme outcomes (15)

3.3 Core engineering courses and their relevance to ProgrammeOutcomes including design experience

60 • Core engineering subjects and their relevance to programme outcomes (10)

• Description as to how core engineering courses in the programme curriculum helps in solving complex engineering problems (50)

Item no.


3.4 Industry interaction/internship

10 • Details of industry’s involvement in theprogramme such as industry-attachedlaboratories and partial delivery of coursesand internship opportunities for students (10)

3.5 Curriculum Development

15 • Description of the process that periodicallydocumentsanddemonstratesperiodicallyhow the

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

Development documentsanddemonstratesperiodicallyhow theprogramme curriculum is evolved considering thePEOs and the POs (5)

• Details of the process involved in identifying therequirement for improvements in courses andcurriculum and provide the evidence ofcontinuous improvement of courses andcurriculum (10)

3.6 Course Syllabi 5 • Syllabus for each course and also provide the details of the syllabi format (5)

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

Item no.

Item description


4.1 Success rate 20 Success rate = 20 × Mean of success index (SI) for past three batchesSI = (No. of students who cleared the programme in the minimum period of course duration)/(No. of students admitted in the first year and students admitted in that batch via lateral entry)

4.2 Academic performance

20 Assessment = 2 × APIwhere, 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

Item no.Item

descriptionPoints Evaluation guidelines

4.3 Placement and higher studies

20 Assessment = 20 × (x + 1.25y)/Nwhere, 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

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

Percentage of students to be considered based on first year and lateral entry.Assessment: 3 points for each item

4.4 Professional activities

15 • Professional societies / chapters and organisingengineering 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)

Criterion 5: Faculty Contributions (175)


Item no.

Item description


5.1 Student-teacher ratio

20 Assessment = 20 × 15/STR; subject to max. assessment at 20where, STR = (x + y + z)/N1

x = No. of students in 2nd year of the programmey = No. of students in 3rd year of the programme

z = No. of students in 4th year of the programmez = No. of students in 4th year of the programmeN1 = Total no. of faculty members in the programme(considering the fractional load)

5.2 Faculty cadre ratio

20 Assessment = 20 × CRICadre ratio index (CRI) = 2.25 × (2x + y)/N; based on 1:2:6 subject to max. CRI = 1.0x = No. of professors in the programmey = No. of associate professors in the programme

Item no.


5.3 Faculty qualifications

30 Assessment = 6 × FQIFaculty qualification index (FQI) =

(10x + 6y + 2z0)/N2,where, x+y+z0 ≤ N2, z0 ≤ zx = No. of faculty members with PhDy = No. of faculty members with ME/MTech

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

y = No. of faculty members with ME/MTechz = No. of faculty members with BE/BTech

5.4 Faculty Competencies correlation to Programme Specific Criteria

15 • 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)

Item no.


5.5 Faculty as participants/resource persons in faculty development/training activities

15 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

Criterion 5: Faculty Contributions (175) Cont……

ing activities

5.6 Faculty retention 15 Assessment = 4 × RPI/NRetention point index (RPI) = Sum of the retention points to all faculty membersOne retention point for each year of experience at the institution, subject to maximum five points to a faculty member.

Item no.Item


5.7 Faculty research publications

20 Faculty points in research publications (FRP)Assessment of FRP = 4 × (Sum of the research publication points scored by each faculty member)/N(Instruction: A faculty member scores maximum five research publication points, each year, depending upon the quality of the research papers published in the past three years.)


The research papers considered are those (i) which can be located on internet and/or are included in hard-copy volumes/ proceedings, published by well-known publishers, and (ii) the faculty member’s 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.)

Item no.Item


5.9 Funded R&D Projects and consultancy (FRDC) work

20 Faculty Points in R&D and consultancy work (FRDC) Assessment of R&D and consultancy projects

= 4 × (Sum of FRDC by each faculty member)/NInstruction: 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.


scheme is given below for a minimum amount of Rs. 1.0 lakh:Five points for funding by national agencyFour points for funding by state agencyFour points for funding by private sectorTwo points for funding by the sponsoring trust/society

5.10 Faculty interaction with outside world

10 Faculty interaction points (FIP) assessment= 2 × (Sum of FIP by each faculty member)/N

Criterion 6: Facilities and Technical Support (75) Minimum qualifying points: 45

Item no.


6.1 Classrooms in the department

20 • 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 • 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)

Item no.


6.3 Laboratories in the department to meet the curricular requirements and the POs

25 • Adequate well-equipped laboratories torun all the programme-specific curriculum(10)

• Availability of computing facilities for thedepartment exclusively (5)

• Availability of laboratories with technicalsupport within and beyond working hours

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

support within and beyond working hours(5)

• Equipments to run experiments and theirmaintenance, number of students perexperimental setup, size of thelaboratories, overall ambience, etc.(5)

6.4 Technical manpower support

15 • Availability of adequate and qualified technical supporting staff for program-specific laboratories (10)

• Incentives, skill-upgrade, and professional advancement (5)

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

Minimum qualifying points:45

Item no.

Item description


7.1 Academic Support Units

35 • Assessment of First Year Student Teacher Ratio(FYSTR)(10)

• Assessmentof Faculty Qualification Teaching• Assessmentof Faculty Qualification TeachingFirst Year Common Courses(15)

• Adequacy of space, number of students per batch,quality and availability of measuring instruments,laboratory manuals, list of experiments – Basicscience and Engineering Laboratory(8)

• Adequacy of space, number of students per batch,software types and quality of instruments -Language laboratory(2)

Item no.

Item description


7.2 Teaching –Learning Process

40 • Tutorial classes to address student questions:size of tutorial classes, hours per subject intimetable (5)

• Mentoring system to help at individual levels (5)• Feedback analysis and reward / corrective

measurestaken,if any(5)

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

measurestaken,if any(5)• Scope for self-learning (5)• Generation of self-learning facilities, and

availability of materials for learning beyondsyllabus (5)

• Career Guidance, Training, Placement, andEntrepreneurship 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 Campus infrastructure and facility

10 • Maintenance of academic infrastructure and facilities (4)

• Hostel (boys and girls), transportation facility and canteen (2)

• Electricity, power backup, telecom facility, drinking • Electricity, power backup, telecom facility, drinking water, and security (4)

8.2 Organisation, governance, and transparency

10 • Governing body, administrative setup, and functio of various bodies (2)

• Defined rules, procedures, recruitment, andpromotional policies, etc. (2)

• Decentralisation in working and grievance redressalsystem (3)

• Transparency and availability of correct/ unambiguous information (3)

Item no. Item description Points Evaluation guidelines

8.3 Budget allocation, utilisation, and public accounting

10 • Adequacy of budget allocation (4)• Utilisation of allocated funds (5)• Availability of detailed audited statements of all the

receipts and expenditures publicly (1)

8.4 Programme Specific 10 • Adequacy of budget allocation (5)

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

8.4 Programme Specific Budget Allocation, Utilisation

10 • Adequacy of budget allocation (5)• Utilisation of allocated funds (5)

8.5 Library 20 • Library space and ambience, timings and usage, availability of a qualified librarian and other staff, library automation, online access, and networking (5)

• Titles and volumes per title (4)• Scholarly journal subscriptions (3)• Digital library (3)• Library expenditure on books, magazines/journals,

and miscellaneous contents (5)

8.6 Internet 05 • Sufficient and effective internet access facility with security and privacy (5)

8.7 Safety norms and Checks

05 • Checks for wiring and electrical installations for leakage and earthing (1)

• Fire-fighting 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

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

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)

8.8 Counselling and emergency medical care and first-aid

05 • Availability of counselling facility • Arrangement for emergency medical care• Availability of first-aid unit

Criterion 9: Continuous Improvement (75) Minimum qualifying points: 45

Item no.


9.1 Improvement in success index of students

5 Points must be awarded in proportion to the average improvement in computed SI (in 4.1) over three years.

9.2 Improvement in academic

5 Points must be awarded in proportion to the average improvement in computed API (in academic

performance index of students

average improvement in computed API (in 4.2) over three years.

9.3 Improvement in STR

5 Points must be awarded in proportion to the average improvement in computed STR (in 5.1) over three years.

9.4 Enhancement of faculty qualification index

5 Points must be awarded in proportion to the average improvement in computed FQI (in 5.3) over three years.

Item no.


9.5 Improvement in faculty research publication, R&D, and consultancy

10 Points must be awarded in proportion tothe combined average improvement incomputed FRP (in 5.7) and FRDC (5.9)over three years.

9.6 Continuing education 10 Points must be awarded in proportion toparticipation in continuing education(contributing to course modules and

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

(contributing to course modules andconducting and attending short-termcourses and workshops) programmes togain and/or disseminate their knowledgein their areas of expertise.

9.7 New facility created 15 New facilities in terms ofinfrastructure/equipment/facilities addedto augment the programme.

9.8 Overall improvement since last accreditation, if any, otherwise,since establishment

20 Points must be awarded based on thestrengths and weaknesses mentioned inthe last accreditation visit, and how thosewere addressed and/or efforts were made.

Evaluation Report Evaluation Report for NBA Accreditation of Undergraduate

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

identified in evaluation guidelines)

Name of the programme:

Name and address of the institution:

Name of the affiliating university:

Dates of the accreditation visit: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.

Item descriptionMax. points

Points awarded

Remarks

1.1 Mission and Vision 5

1.2 Programme Educational Objectives 15

1.3 Attainment of Programme Educational Objectives

30Objectives

1.4 Assessment of attainment of Programme Educational Objectives

40

1.5 Indicate how results of assessment of achievement of PEOs have been used for redefining PEOs

10

Total 100

Criterion - 2: Programme Outcomes

Item no. Item descriptionMax. points

Points awarded

Remarks

2.1 Definition and Validation of Course Outcomes and Programme Outcomes

30

2.2 Attainment of Programme Outcomes 40

2.3 Assessment of attainment of 1252.3 Assessment of attainment of Programme Outcomes

125

2.4 Use of assessment results towards improvement of programme

30

Total 225

Findings:

Signature

Criterion - 3: Programme Curriculum

Item no.


Points awarded

Remarks

3.1 Curriculum 20

3.2 Curriculum components and relevance to programme outcomes

15

3.3 Core engineering courses and their relevance to Programme Outcomes including design experience

60

including design experience

3.4 Industry interaction/internship 10

3.5 Curriculum Development 15

3.6 Course Syllabi 5

Total 125

Findings:

Signature

Criterion - 4: Students’ Performance in the Programme

Item no.


Points awarded

Remarks

4.1 Success rate 20

4.2 Academic performance 20

4.3 Placement and higher studies

20studies

4.4 Professional activities 15

Total 75

Findings:

Signature

Criterion 5: Faculty Contributions

Item no.

Item description Max. points

Points awarded

Remarks

5.1 Student-teacher ratio 20

5.2 Faculty cadre ratio 20

5.3 Faculty qualifications 30

5.4 Faculty competencies correlation to Programme Specific Criteria

15

5.5 Faculty as participants/resource persons 15in faculty development/training activites

5.6 Faculty retention 15

5.7 Faculty research publications 20

5.8 Faculty intellectual property rights 10

5.9 Faculty R&D and consultancy work 20

5.10 Faculty interaction with outside world 10

Total 175

Findings: Signature

Criterion 6: Facilities and Technical Support

Item no.


Points awarded

Remarks

6.1 Classrooms 20

6.2 Faculty rooms 15

6.3 Laboratories including computing facility

25

6.4 Technical manpower support 156.4 Technical manpower support 15

Total 75

Findings:

Signature

Criterion 7: Academic Support Units and Teaching-Learning Process

Item no.

Item description Max. points

Points awarded

Remarks

7.1 Academic Support Units 35

7.2 Teaching – Learning Process

40

Total 75

Findings:

Signature

Criterion 8: Governance, Institutional Support and Financial Resources

Item no.


Points awarded

Remarks

8.1 Campus Infrastructure and Facility 10

8.2 Organisation, Governance, and Transparency

10

8.3 Budget Allocation, Utilisation, and Public Accounting

10

8.4 Programme Specific Budget Allocation, Utilisation

10Utilisation

8.5 Library 20

8.6 Internet 5

8.7 Safety Norms and Checks 5

8.8Counselling and Emergency Medical Care and First-aid

5

Total 75

Findings:

Signature

Criterion 9: Continuous Improvement

Item no.


Points awarded

Remarks

9.1 Improvement in Success Index of Students 5

9.2 Improvement in Academic Performance Index of Students

5

9.3 Improvement in Student-Teacher Ratio 5

9.4 Enhancement of Faculty Qualification Index 5

9.5 Improvement in Faculty Research Publications, R&D Work and Consultancy Work

10R&D Work and Consultancy Work

9.6 Continuing Education 10

9.7 New Facility Created 15

9.8 Overall Improvements since last accreditation, if any, otherwise, since the commencement of the programme

20

Total 75

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.

CriterionMax. points

Qualifying points

Points awarded

Qualified?

1 Vision, Mission and Programme Educational Objectives

100 60 Yes/No

2 Programme Outcomes 225 135 Yes/No

3 Programme Curriculum 125 75 Yes/No

4 Students’ performance 75 45 Yes/No

5 Faculty Contributions 175 105 Yes/No5 Faculty Contributions 175 105 Yes/No

6 Facilities and technical support 75 45 Yes/No

7 Academic Support Units and Teaching-Learning Process

75 45 Yes/No

8 Governance, Institutional Support and Financial Resources

75 45 Yes/No

9 Continuous Improvement 75 45 Yes/No

Total 1000 600

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

________________ ________________ ________________

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

Chairperson’s Report

Name of the programme

Name and address of the institution

Dates of the accreditation visit

Name, designation, and affiliation ofprogramme evaluator 1

Name, designation, and affiliation of programme evaluator 2

(Requested to submit individual report for each programme)(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 ofdocuments in support of the SAR that it is submitting. The soft copy of thesedocuments (in the form of statements and list only) may be appended with theSAR.

Institute Specific Institute Specific

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

I.2. Composition of governing, senate, and other academic and administrativebodies; their functions; and responsibilities. List of all the meetings held in the past three years along with the attendance records. Representative minutes and action taken reports of a few meetings of such bodies along with the list of current faculty members who are members of such bodies.

I.3. Rules, policies, and procedures published by the institution including service book and academic regulations and others, along with the proof that the employees/students are aware of the rules and procedures.

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.

Institute SpecificCont…..

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 NBA accreditation reports of the past visits, if any

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

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

P.4 List/number of students who have cleared the programme in four years (last three years data)

P.5 CGPA (last three years data of students’ CGPA/ percentage)P.5 CGPA (last three years data of students’ CGPA/ percentage)

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

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

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

P.9 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

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

P.13 List of faculty publications along with DOIs and publication/citation details

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

P.15 List and proofs of faculty interaction with outside world

P.16 List of classrooms, faculty rooms

P.17 List of programme-specific laboratories and computing facility within

Programme SpecificCont…..

P.17 List of programme-specific laboratories and computing facility within department.

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

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

P.20 Records of new programme-specific facility created, if any

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

P.22 Curriculum, POs, PEOs, Mission, and Vision statements

P.23 Correlation of outcomes with the PEOs

P.24 Correlation of course outcomes with the Pos

P.25 Course files, plan of course delivery, question papers, answer scripts,assignments, reports of assignments, project reports, report of design projects, list of laboratory experiments, reports of laboratory experiments, etc.

P.26. Rubrics developed to validate the Pos

P.27. Continuous improvement in the PEOs

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

Programme SpecificCont…..

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

P.30. Stakeholder’s involvement in the process of improvement of the PEOs and the Pos

P.31. Collected forms of various indirect assessment tools (e.g. alumni survey, employer survey )

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

Feedback Forms

Feedback Form to be filled by the Institution Regarding Accreditation Visit

PurposeThis form is designed to have a fair opinion of the team which has visited your institution. Thiswill enable the NBA to improve its system and make it more effective. We thank you inadvance for the time and effort you are investing in filling out this form.

1. Name of the Institution: _______________________________________2. Programme(s) evaluated: _______________________________________3. Date(s) of visit: _______________________________________4. Name of Chairperson:5. Names of Evaluators: 1. ________ 2. ________ 3. ________

4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 11. ________ 12. ________

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

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 : (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 team’s 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. Name of the Institution: _______________________________________2. Programme(s) evaluated: _______________________________________3. Date(s) of visit: _______________________________________3. Date(s) of visit: _______________________________________4. Name of Chairperson:5. Names of Evaluators: 1. ________ 2. ________ 3. ________

4. ________ 5. ________ 6. ________ 7. ________ 8. ________ 9. ________ 10. ________ 11. ________ 12. ________

6. Please comment on the evaluation methodology adopted by the 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 :

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 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 thevisit. 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. Programme(s) evaluated: _______________________________________3. Date(s) of visit: _______________________________________4. Name of Chairperson: _______________________________________5. Names of Evaluator: _______________________________________ 6. Name of Co-Evaluator : _______________________________________ 7. 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. Ifyes, 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 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: 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 How was your overall experience with the service provider?

II Please comment on customer service, travel management and consulting services.

III Please comment on the travel and lodging requirements met during the visit.during the visit.

IV Please comment on your travel documentation.

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

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


•Heterogeneous System- (Autonomous and Non -autonomous)

•Tier - I and Tier –II

PART - 5

•Tier - I and Tier –II

•Reverse Engineering

Thank YOUThank YOU

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