Part – 1 Outcome Based Education &

Outcome Based Accreditation

Part – 2 Accreditation Manual (Contents)

Part – 3 Self Assessment Report (SAR)

Part – 4 Guidelines for Evaluators

Outcome based education &
accreditation
-An awareness workshop for stakeholders

3 March 2021
 Contents
 Accreditation - What, why, how ??

 Minimal Vs Input-Output Vs Outcome

 Outcome based education (OBE) – key constituents

 Outcome based accreditation - criteria

 Correlation among outcome based parameters

 Assessment methods/tools

 Assessment of attainment
What is Accreditation
 Formal recognition of an
educational program /
Institution by an external
agency on the basis of
impartial assessment of
the attainment of
specific requirements
against well defined
criteria
 Significance of Accreditation
 At National Level
 Students and parents to select the institutions and programs for
admission.
 Employers in deciding about the institutions for recruitment of
graduates.
 Institutions to avail the benefits from regulatory bodies and funding
agencies institutions.
 Institutions in deciding about transfer of students from other institutions
 At International Level
 Mobility of students for pursuing higher studies and employment in
other countries

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

autonomous, affiliated …) and programs
 Advantages of Accreditation
 Students get quality education and better employment opportunity.

 Alumni share their experience and participate in curricular updates in view

of emerging technology and tools.

 Faculty benefits of realization of efforts, opportunity of attempting more

complex problems, career advancement, consultancy & sponsored R&D

 Employer in industry / academia/ public services get well grounded practice
engineers with requisite technical and behavioral skills / graduate attributes.

 Institution builds up a Brand.

 Global Mobility upon Accreditation
 Graduation from an accredited program is Educational Passport for
engineers mobility across good number of advanced nations and
emerging economies.

 These graduates may get leadership positions and challenging

technology development opportunities.

 Faculty may also get invitation for lectures, research guidance, and
academic leadership / administration.

 Industry can hire graduates from accredited institutions for

innovation-intensive projects for higher profits.
 How global mobility is assured ??
 Multi-national accords for mutual recognition of accrediting process and
there by recognizing the accreditation.
 Washington Accord, 1989
• For UG Engineering Degree program
 Sydney Accord, 2001
• For Engineering Diploma / Polytechnic program
 Dublin Accord, 2002
• For Engineering Technician program
 Seoul Accord, 2008
• For Professional Engineers in computing and IT – related fields
 III-A

Washington Accord
 An accord singed among six countries (Australia,
Canada, Ireland, New Zealand , United Kingdom and
United States) in the year 1989.
 The purpose was to mutually recognize and accept
the qualifications accredited by signatories.
 The accord at present has 15 full signatories and 5
provisional signatories.
 Members of Washington Accord have outcome
based accreditation.

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 All members accept the defined Graduate
Attributes.
 Washington Accord is applicable only for UG
Engineering Programmes.
 If India wants to reap the benefits of its large
human resource and to become knowledge
society and global supplier of trained HR – it is
must to be a full signatory of Washington Accord
- Countries like Australia have a demand for
Engineers.

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Signatories of WA
 
• Australia – Represented by Engineers Australia (1989)
 • Canada – Represented by Engineers Canada (1989)
 • Chinese Taipei – Represented by Institute of Engineering Education Taiwan (2007)
 • Hong Kong China – Represented by the Hong Kong Institute of Engineers (1995)
 • Ireland – Represented by Engineers Ireland (1989)
• Japan – Represented by Japan Accreditation Board for Engineering Education (2005)
 • Korea –Represented by Accreditation Board of Engineering Education of Korea (2007)
 • Malaysia - Represented by Board of Engineers Malaysia (2009)
 • New Zealand – Represented by Institution of Professional Engineers NZ (1989)
 • Singapore – Represented by Institution of Engineers Singapore (2006 )
 • South Africa – Represented by Engineering Council of South Africa (1999)
 • Turkey – Represented by MUDEK (2011)
 • United Kingdom – Represented by Engineering Council UK (1989)
 • United States – Represented by Accreditation Board for Engineering
and Technology (1989)
 
Provisional Members of WA
 
• Bangladesh –Board of Accreditation for Engineering and Technical Education
 
• Germany –German Accreditation Agency for Study Programs in Engineering and
Informatics
 
• India –National Board of Accreditation
 
• Pakistan –Pakistan Engineering Council
 
• Russia –Russian Association for Engineering Education
 
• Sri Lanka –Institution of Engineers Sri Lanka
 International Accords - Issues
Guiding Principles
Autonomy of Signatory
Transparency to Accreditation System
Free from Government and other influences
MUTUAL
RECOGNITION Basis - Education Framework
Entry level qualifications
International Number of years of the program
Recognition of the program by Competent
Agreements Accreditation Authority and Reputation of
the Institute

Obstacles
Differences in Education System
Accreditation system
Disciplines
 Who does accreditation in India

 Institutional accreditation by National Assessment and

Accreditation Council (NAAC)
• An autonomous body established by the UGC in 1994

 Technical Programs
 A totally independent body
 National Board of Accreditation (NBA)
• Diploma level to Post Graduate level in Engineering and
Technology, Management, Architecture, Pharmacy,
Hospitality and Mass Communication
 NBA – A brief history
 The National Board of Accreditation (NBA) was set up by the AICTE in Sept 1994 and
became independent body in 2010

 1994-2003 first format was put in use

 1st Revision - Jan 2004

 2nd Revision - Jan 2009

 3rd Revision - June 2009 (SAR 2.0 version)

 4th Revision - May 2011 (SAR Version.3.0)

 5th Revision – November 2012

 Accreditation Models
 Minimal Model
 Often numeric and law-based
 Provides a prescription for a minimal core and very general parameters for the
rest of the curriculum
 Does not encourage continuous improvement
 Input-Output Model
 Often involving direct prescriptions of curriculum and faculty 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

financial resources
lab equipment Number of students
graduating
Progra
Infrastructure facilities mme quantitative grades of
students
faculties success rate of
students
Number of quality of
students
Measureable Input Measurable Outputs
 Shift
Input- outout based Assessment
Input-output: Infrastructure, Students, Teachers, Support
staff, Management, Curriculum, Calendar.
from
Pass %, Number of publications, placement etc.,

Input- output
based
Assessment Outcome-based Assessment
Outcomes: What knowledge, skill and behavior a graduate is
expected to attain upon just completion of a
to program and after 4-5 years of graduation
Observable and Measurable abilities / outcomes.
Outcome- Graduate Attributes(GA) defined by NBA
based This necessitates mapping of outcomes with
Assessment GA, Objectives, Mission and vision
 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…
 Outcome Based Education

OBE
(Education)

What the student OBC

should be able to (Curriculum)
do?
How to make the OBLT
student achieve the (Learning &

OBA
outcome? Teaching)
Attributes How to measure what
the student has (Assessment)
achieved?
 Key constituents of Outcome based
Education

Vision Mission

d
e
s
i
g
n Graduate
Graduate
Attributes
Attributes

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 The Graduate Attributes
of NBA for UG Engineering
• Engineering Knowledge: Apply knowledge of
mathematics, science, engineering fundamentals and an
engineering specialization to the solution of complex
engineering problems.
• Problem Analysis: Identify, formulate, research
literature and analyze complex engineering problems
reaching substantiated conclusions using first principles
of mathematics, natural sciences and engineering
sciences.

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 . . . Graduate Attributes

• Design/ Development of Solutions: Design solutions for

complex engineering problems and design system
components or processes that meet specified needs with
appropriate consideration for public health and safety,
cultural, societal and environmental considerations.
• Conduct investigations of complex problems using
research-based knowledge and research methods including
design of experiments, analysis and interpretation of data and
synthesis of information to provide valid conclusions.
• Modern Tool Usage: Create, select and apply appropriate
techniques, resources and modern engineering and IT tools
including prediction and modelling to complex engineering
activities with an under- standing of the limitations.

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 . . . Graduate Attributes

• The Engineer and Society: Apply reasoning informed by contextual

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

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 . . . Graduate Attributes

• Communication: Communicate effectively on complex

engineering activities with the engineering com- munity and
with society at large, such as being able to comprehend and
write effective reports and design documentation, make
effective presentations and give and receive clear
instructions.
• Life-long Learning: Recognize the need for and have the
preparation and ability to engage in independent and life- long
learning in the broadest context of technological change.
 Project Management and Finance: Demonstrate knowledge
and understanding of engineering and management principles
and apply these to one’s own work, as a member and leader
in a team, to manage projects and in multidisciplinary
environments.

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Summary of Graduate Attributes

 Engineering knowledge
 Problem analysis
 Design & Development of Solutions
 Investigation of Complex Problem
 Modern tool usage
 Engineer and society
 Environment& sustainability
 Ethics
 Individual & team work
 Communication
 Lifelong learning
+ Project management & finance

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 Course, Degree, Programme, ??
 Course
 Course is a unit of teaching, which encompasses various topics,
that typically lasts one semester, is led by one or more faculty
and has a fixed registered students.
 Programme
 Cohesive arrangement of courses, co-cuuricular and 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
 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

29
 II-B (2)

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

B) - Summary of views during consultation

C) - Accepted views - objectives
D) - Identification and designing of courses with defined objectives.
Elective and core courses.
E) - Courses to achieve objectives

30
 Program Outcomes (POs)
 Program outcomes are narrower statements that describe what students are
expected to know and be able to do by the time of graduation.

 Guidelines for the POs

 Program outcomes basically describe knowledge, skills and behavior of
students as they progress through the program as well as by the time of
graduation.
 POs should not be too broad
 They must align with the Graduate Attributes
 They must reflect all the Graduate Attributes

31
 Course Outcomes (COs)
1. Student-focused, not professor-focused
That means: learning not coverage-oriented
2. Alignment between course, program, and institutional levels
Course outcomes need to reflect both the objectives and coutcomes that the academic
program represents as well as the broader mission of the institution as a whole
3. Focus on abilities central to the discipline
Course outcomes should help prepare students for what is important to the discipline of
which the course is a part
4. Focus on aspects of learning that will endure
Teaching students new modes of thinking is likely to have an impact on their future;
having them memorize facts tends to be much more short-lived
5. Are limited to manageable number
Learning outcomes should focus a course on a few (say, 4-6) key purposes that have a
realistic chance of being accomplished within a semester
6. Specific enough to be measurable

Most important and fundamental to OBE

32
 Program Specific Criteria
 Program Criteria provide the specificity needed for interpretation of the
bachelor level criteria as applicable to a given discipline.
 Requirements stipulated in the Program Criteria are limited to the areas of
curricular topics and faculty qualifications/expertise.
 Example:
 CSE must include probability and statistics, discrete mathematics, mathematics through
differential and integral calculus; sciences (defined as biological, social, or physical
science); and engineering topics (including computing science) necessary to analyze
software, and systems containing hardware and software components.
 ME must include Principles of engineering, basic science, and mathematics (including
multivariate calculus and differential equations); to model, analyze, design, and realize
physical systems, components or processes; and prepare students to work professionally in
both thermal and mechanical systems areas.

33
 Publishing and disseminating Vision and
Mission, PEOs, POs, COs
 Awareness to all the stakeholders on the defined Vision
and mission, PEOs, POs, COs
 Publishing in websites, curricula books, display boards
etc.,
 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
COs
♦ GAs
♦ ♦
♦
POs

Mission

PEOs

35
 Accreditation criteria
1. Vision, Mission and Program Educational Objectives

2. Programme Outcomes

3. Programme Curriculum

4. Students’ Performance in the Programme

5. Faculty Contributions

6. Facilities and Technical Support

7. Academic Support Units and Teaching-Learning Process

8. Governance, Institutional Support and Financial Resources

9. Continuous Improvement
 Consistency between PEOs and Mission

 EX: to impart quality education for the holistic

development of undergraduate and graduate students
with social responsibility and technically competent
Key Components of Mission statements PEOs

PEO1 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 (…)                        

………….                        

Explain with reason the above correlation

38
 PEO alignment with POs

Program Educational Objectives Program Outcomes

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

(1) PEO (…)                        

…….                        

Explain with reason the above correlation

39
 Mapping COs with POs
Contribution of courses to program Program outcomes
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
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

Strong Contribution Week Contribution No Contribution 40

Program Curriculum – Components
Course Component Curriculum Content Total Total POs PEOs
(% of total number number of Number of
of credits of the credits
contact
program )
hours

Mathematics          
Science          
Computing          
Humanities          
Professional core          
……………….          
………………..          

Balance between various components and their

coverage of the PEOs and POs

41
 Program Curriculum – Balance between
theory and practical
Balance between theory ad practice
Course Course Total Number of contact hours Credits
Code Title Lect Tutorial Practical# Total Hours
ure (T) (P)
(L)

…….. …..          
             
             
Total          

Laboratory work and Project work should contribute towards outcomes

Delivery method and assessment of the course is very key
Project Name Type Achivement PO

Project (….) Design Published PO 3

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

…….. …………… ………. …………..

42
 Program Curriculum – Contributions of
professional core
 How the core courses are contributing to PEOS and POs
 Any courses specific to meet any of the PEOS and POs
 Course content contribution to meet the POs
 Draft the content/syllabus in tune

Design experience and engineering problem solving skills are very

important

43
 Assessment methods and tools

 Direct Assessment Method: using measurable performance indicators of

students
 Exams
 Assignments
 Projects
 Tutorials
 Labs
 Presentations

 Indirect Assessment Method: Ascertaining opinion or self-reports

 Rubrics
 Alumini survey
 Employer survey
 Course-end survey, etc.,.

44
 Rubric

 Rubrics is set of performance indicators which define

and describe the important component of the work being
completed
 Information to/about individual student competence
(Analytic)
 Communicate expectations
 Diagnosis for purpose of improvement and feedback
 Overall examination of the status of the performance of a
group of students? (Holistic)

45
 Generic or Task Specific ?
 Generic
 General rubric that can be used across similar performance
(used across all communication task or problem solving tasks)
 Big picture approach
 Element of subjectivity
 Task specific
 Can only be used for a single task
 Focused approach
 Less subjective

46
 Sample Program Outcome: Student can Work Effectively in Teams

  Unsatisfactory Developing Satisfactory Exemplary Score

1 2 3 4
Research & Does not collect Collects very Collects some Collects a great  
gather any information limited basic deal of
information relating to the information; information; information; all
topic some relate to most refer to the
refer to the
the topic topic topic
Fulfill team’s Does not perform Performs very Performs nearly Performs all  
roles & duties any duties assigned little duties all duties duties of
to the team role assigned team
roles
Shares work Always relies on Rarely does the Usually does Always does the  
equally others to do the assigned work; the assigned assigned work
work often needs work; rarely without having
reminding needs reminding to be reminded.

Listen to other Is always talking; Usually does Listens, but Listens and  
Team mates never allows most of the sometimes talk speaks a fair
anyone else to talking; rarely too much amount
speak allows others to 47
speak
 When to Assess

Program Educational Objectives(PEOs)

Few years after
Graduation – 4 to 5 years

Program Outcomes (POs)

Upon
graduation

Course Outcomes (COs) Upon

course completion
 PEO Assessment tools

 The data may be collected progressively

 Survey questions should elicit the required information
 Not to confirm the objective
 Ex. 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

49
 CO Assessment tools for each course

Assessment Tool
End-of-course surveys

Student comments

Rubrics

Internal Assessment and home assignment

Semester end performance reports

Course performance history plots

50
 PO Assessment tools for all courses

Assessment Tool
End-of-course surveys (Quarterly).

Instructor evaluation reports (Quarterly).

Department performance report (Quarterly).

Student exit survey (Yearly).

Alumni survey (Yearly).

Alumni Advisory Board (Once or twice yearly).

Student Advisory Committee (Once or twice yearly).

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Summary of assessment methods/tools
  Assessment Tool Assessment frequency Assessed by Reviewed by

PEOs Employer survey Every year Institute Institute/Department

Alumni survey Once or twice a Department Institute
Any other

POs Assignments two months Faculty Faculty

Examinations Semester end Faculty Faculty/Department
End-of-course survey Every six months Faculty Faculty/Department
Rubrics specific to PO/POs      
Employer survey Every year Institute Department
Faculty survey    
Any other Every six months Department

COs Assignments two months Faculty Faculty

Examinations Semester end Faculty Faculty/Department
Projects Every six Faculty Faculty/Department
Group tasks    

52
Assessment of the attainment of PEOs

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

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

Alumni Survey Query(…….…) ….. ….

Alumni survey Query (……….) …….… …

…………. ………. ……….. …

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

  Alumni Survey Query(…….…) ….. ….

  …………. ………. ……….. …

53
 Assessment of the attainment of COs

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

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

Rubric Query(…….…) ….. ….

Alumni survey Query (……….) …….… …

…………. ………. ……….. …

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

  Industry Survey Query(…….…) ….. ….

  …………. ………. ……….. …

54
 Assessment of the attainment of POs

 POs attainment through each Course

Contribution of courses to program Program outcomes
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

 POs attainment through all the courses and activities

56
 Administrative support for OBE
 Quality Assurance cell
 OBE assessment and evaluation at institutional level
 Program wise assessment semester/year
 Continuous improvement initiatives
 Industrial/alumni advisory body
 Review of the attainment of PEO,PO and suggest improvements
 Program coordinator
 Interacting with course coordinators towards attainment of POs
and review/update the changes required for curriculum contents
 Course coordinator
 Assess the attainment of COs and review/update the course
delivery and assessment methods
Thank YOU

58
 PART - 2
ACCREDITATION MANUAL For
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 representative from professional bodies.
•One representative of the NBA nominated by the Member
Secretary of the NBA.
 Appellate Committee (AC)

•The Chairman of AC, appointed by the EC,

•One expert (preferably from engineering) from academia.
•One representative from industries/R&D organisations.
•One representative from professional bodies.
•One legal representative nominated by the Member
Secretary of the NBA.
 Awarding Accreditation
Accreditation under TIER-I
•minimum of 750 points in aggregate out of 1000 points
•minimum score of 60% in each criteria
•accreditation for 5 years under TIER-I system.
•minimum of 600 points in aggregate (without any
stipulation),
•prospective candidate for accreditation under TIER-I.
 Accreditation under TIER- II
•a minimum of 750 points in aggregate out of 1000
points
•minimum score of 60% in mandatory fields
(criterion 1 and criteria 4 to 8 )
•accreditation for 5 years.
•minimum 600 points and 60% score in mandatory
fields (criterion 1 and criteria 4 to 8 ) accreditation
for two years.
Basic Steps for Online Accreditation Process
Step 1: Online Registration Process (for institutions
not registered with NBA)
Step 2: Apply for Accreditation
Step 3: Onsite Visit of Evaluation Team to the Institute 
Step 4: Consideration of Evaluation Report by
Evaluation Accreditation Committee (EAC)
Step 5: Issuance of Accreditation Status
Step 6: Appeal against the Accreditation Status
 DOs and DON’Ts for preparing the SAR
DOs:
The SAR must
•be concise, pointed, and adequate in length and breadth for the
purpose of accreditation.
•provide relevant information as per the format specified for the
individual programme.
•be printed on one side of paper with double spacing, using font 12
Times New Roman, with at least one inch (2.54 cm) margin on all
sides.
•contain carefully compiled and authentic data.
•proper presentation of data in appendices with charts, graphics,
and visuals wherever applicable.
•provide relevant data for the past three years, unless specified
otherwise in the respective programme manual.
 DOs and DON’Ts for preparing the SAR

DON’Ts :
Don’t send the following objects with the SAR:
•Original documents.
•Publications such as books, journals, newsletters,
thesis, etc.
 PROVISIONAL ACCREDITATION OF NEW
PROGRAMMES

 ACCREDITATION VISIT

 360° Feedback

 REDRESSAL PROCESS
 PART - 3
Self Assessment Report (SAR)
UG – Tier I
 PART A
I. Institutional Information

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

university:
(Instruction: The name, address of the institution, and the
name of the university, which has given affiliation to this
institution, are to be listed here.)

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

address of the contact person for the NBA:
(Instruction: The name of the contact person, with other details,
has to be listed here.)

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 I. Institutional Information Cont…..

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
granted, if any
.............
Addition of new programmes, increase in intake
strength of the existing programs and/or
accreditation status

(Instruction: History of the institution and its chronological

development along with the past accreditation records need to be
listed here.)
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I. Institutional Information Cont…..

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

(Govt./NGO/private) / private/ other:
(Instruction: Ownership status of the institute has to be listed
here.)

I.5 Mission and Vision of the Institution:

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

I.6 Organisational Structure:

Organisational chart showing the hierarchy of academics and
administration is to be included

I.7 Financial status: Govt. (central/state) / grants-in-aid / not-for-

profit / private self-financing / other:
(Instruction: Financial status of the institute has to be
mentioned here.) 03/03/21
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I. Institutional Information Cont…..

I .8 Nature of the trust/society:

  Also list other institutions/colleges run by the trust/society
(Instruction: Way of functioning and activities of the
trust/society have to be listed here.)
Name of the Year of Establishment Location
Institution

I .9 External sources of funds

Name of the CFY CFYm1 CFYm2 CFYm3
external source

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

last three financial years are to be listed here.)
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73
I. Institutional Information Cont…..

I .10 Internally acquired funds:

Name of the
CFY CFYm1 CFYm2 CFYm3
internal source

Students’ fee

(Instruction: The different sources of the internal

funds over the last three financial years are to be listed
here.)

03/03/21
74
I. Institutional Information Cont…..

I. 11 Scholarships or any other financial assistance

provided to students?
(Instruction: If any scholarship or financial assistance
is provided to the students then the details of such
assistance over the last three financial years has to be
listed here. Also mention needs to be made of the basis
for the award of such scholarship)

Details FY CFYm1 CFYm2 CFYm3

Category
Scholarship Assistance
Amount
03/03/21
75
 I. Institutional Information Cont…..

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.)
I. 13 Total number of engineering students
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.)
03/03/21
76
I. Institutional Information Cont…..

I. 14 Total number of employees

(Instruction: Total number of employees, both
men and women, has to be listed here. The data
may be categorised in a tabular form as teaching
and supporting staff.)

03/03/21
77
 I. Institutional Information Cont…..

Minimum and maximum number of staff on roll in the

engineering institution, during the CAY and the previous CAYs
(1st July to 30th June):
A. Regular Staff
CAY CAYm1 CAYm2 CAYm3
Items
Min Max Min Max Min Max Min Max
Teaching staff in M
engineering F
Teaching staff in M
science & F
humanities
Non-teaching staff M
F
(Instruction: Staff strength, both teaching and non-teaching, over the
last three academic years has to 03/03/21
be listed here.)
78
 I. Institutional Information Cont…..

A. Regular Staff
CAY CAYm1 CAYm2 CAYm3
Items
Min Max Min Max Min Max Min Max
Teaching M
staff in
engineering F
Teaching M
staff in
science & F
humanities
Non- M
teaching
staff F
03/03/21
79
II. Departmental Information
II.1. Name and address of the department:
II.2. Name, designation, telephone number, and e-mail
address of the contact person for the NBA:
II.3. History of the department including date of
introduction and number of seats of various programmes of
study along with the NBA accreditation ,if any:

Program Description
UG in.............. Started with.................seats in............. Intake
increased to.............in............. Intake increased
to.............in.............
UG in.............. ......................................
......................................
MCA..............
PG in.............. 03/03/21
80
 II. Departmental Information Cont…….

II.4. Mission and Vision of the Department

(The department is required to specify its Mission and
Vision)

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

resources and/or the facilities of this programmes/
departments (in %):
(Instruction: The institution needs to mention the
different programmes being run in the department
which share the human resources and facilities with
this department/programme being accredited.)

II.6. Total number of students:

UG: 03/03/21
81
 II. Departmental Information Cont…….

II.7. Mission and Vision of the Department

(The department is required to specify its Mission and
Vision)
CAY CAYm1 CAYm2 CAYm3
Items
Min. Max. Min. Min. Max. Max. Min. Max.
Teaching staff
in the
department

Non-teaching
staff
Total
03/03/21
82
 II. Departmental Information Cont…….
II.7.1. Summary of budget for the CFY and the actual expenditure
incurred in the CFYm1, CFYm2 and CFYm3 (for the
Department):
Items Budg Actual Budgeted Actual Budge Actual Budget Actual
eted expenses in CFYm1 Expens ted in Expens ed in Expens
in in CFY (till es in CFYm es in CFYm3 es in
CFY …) CFYm1 2 CFYm2 CFYm3
Laboratory equipment
Software purchase
Laboratory
consumables
Maintenance and
spares
Travel
Miscellaneous
expenses for academic
activities

Total
03/03/21
83
II. Departmental Information Cont…….

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.)

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:
03/03/21
84
II. Departmental Information Cont…….

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 .............
Intake increased to ............. in .............
Accredited in ……….

III.5. Deficiencies, weaknesses/concerns from previous

accreditations:
III.6. Total number of students in the programme:
03/03/21
85
II. Departmental Information Cont…….

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

current and three previous academic years (1st July to 30th
June) in the programme:

Items CAY CAYm1 CAYm2 CAYm3

Min. Max. Min. Min. Max. Max. Min. Max.
Teaching
staff with the
program
Non-
teaching
staff
03/03/21
86
III. Programme Specific information Cont…….

III.8. Summary of budget for the CFY and the actual expenditure
incurred in the CFYm1, CFYm2 and CFYm3 (exclusively for this
programme in the department):

Actual expenses in CFY (till …)

Items

Actual Expenses in CFYm1

Actual Expenses in CFYm2

Actual Expenses in CFYm3

Budgeted in CFYm1

Budgeted in CFYm2

Budgeted in CFYm3
Budgeted in CFY

Laboratory equipment
Software purchase
Laboratory consumables
03/03/21
Maintenance and spares
87
Travel
 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
institute and department)

1.1.2. Indicate how and where the Vision and Mission

are published and disseminated (2)
(Describe in which media (e.g. websites, curricula books) the vision
and mission are published and how these are disseminated among
stakeholders)
03/03/21
88
1. Vision, Mission and Programme Educational
Objectives (100) Cont………

1.1.3. Mention the process for defining Vision and

Mission of the department (2)
(Articulate the process involved in defining the vision and mission
of the department from the vision and mission of the institute.)

1.2. Programme Educational Objectives (15)

1.2.1 Describe the Programme Educational Objectives
(PEOs) (2)
(List and articulate the programme educational objectives of the
programme under accreditation)
1.2.2. State how and where the PEOs are published and
disseminated (2)
(Describe in which media (e.g. websites, curricula books) the PEOs are
published and how these are disseminated
03/03/21 among stakeholders)
89
1. Vision, Mission and Programme Educational
Objectives (100) Cont………

1.2.3 . List the stakeholders of the programme (1)

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

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

(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.)
03/03/21
90
1. Vision, Mission and Programme Educational
Objectives (100) Cont………

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
contribute towards the attainment of the Programme
Educational 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.)
03/03/21
91
1. Vision, Mission and Programme Educational
Objectives (100) Cont………

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
demonstrates the degree to which the Programme Educational
Objectives are attained. Also include information on:
a) A listing and description of the assessment processes used to gather
the data upon which the evaluation of each programme educational
objective is based. Examples of data collection processes may include,
but are not limited to, employer surveys, graduate surveys, focus groups,
industrial advisory committee meetings, or other processes that are
relevant and appropriate to the programme;
b) The frequency with which these assessment processes are carried out
03/03/21
92
1. Vision, Mission and Programme Educational
Objectives (100) Cont………

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

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

educational objectives;

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

analysis illustrating the extent to which each of the
programme educational objectives is being attained; and

c) How the results are documented and maintained.

03/03/21
93
1. Vision, Mission and Programme Educational
Objectives (100) Cont………

1.5. Indicate how results of the assessment of achievement

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

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

03/03/21
94
2. Programme Outcomes (225)

2.1. Definition and Validation of Course Outcomes and

Programme Outcomes (30)

2.1.1. List the Course Outcomes(COs) and Programme

Outcomes (POs) (2)
(List the course outcomes of the courses in programme curriculum
and programme outcomes of the programme under accreditation)

2.1.2. State how and where the POs are published and
disseminated (3)
(Describe in which media (e.g. websites, curricula books) the POs are
published and how these are disseminated among stakeholders)

03/03/21
95
2. Programme Outcomes (225) Cont……

2.1.3. Indicate processes employed for defining of the POs (5)

(Describe the process that periodically documents and demonstrates
that the POs are defined in alignment with the graduate attributes
prescribed by the NBA.)

2.1.4. Indicate how the defined POs are aligned to the Graduate
Attributes prescribed by the NBA (10)
(Indicate how the POs defined for the programme are aligned with the
Graduate Attributes of NBA as articulated in accreditation manual.)

2.1.5. Establish the correlation between the POs and the PEOs
(10)
(Explain how the defined POs of the program correlate with the PEOs)

03/03/21
96
2. Programme Outcomes (225) Cont……

2.2. Attainment of Programme Outcomes (40)

2.2.1. Illustrate how course outcomes contribute to the
POs (10)
(Provide the correlation between the course outcomes and the
programme outcomes. The strength of the correlation may also be
indicated)

2.2.2.Explain how modes of delivery of courses help in

attainment of the POs (10)
(Describe the different course delivery methods/modes (e.g. lecture
interspersed with discussion, asynchronous mode of interaction, group
discussion, project etc.) used to deliver the courses and justify the
effectiveness of these methods for the attainment of the POs. This may be
further justified using the indirect assessment methods such as course-
end surveys.) 03/03/21
97
2. Programme Outcomes (225) Cont……

2.2.3. Indicate how assessment tools used to assess the impact

of delivery of course/course content contribute towards
the attainment of course outcomes/programme outcomes
(10)
(Describe different types of course assessment and evaluation methods
(both direct and indirect) in practice and their relevance towards the
attainment of POs. )

2.2.4. Indicate the extent to which the laboratory and project

course work are contributing towards attainment of the
POs (10)
(Justify the balance between theory and practical for the attainment of
the POs . Justify how the various project works (a sample of 20% best
and average projects from total projects) carried as part of the
03/03/21
programme curriculum contribute towards the attainment of the POs.)
98
2. Programme Outcomes (225) Cont……

2.3. Assessment of the attainment of the Programme

Outcomes (125)
2.3.1.Describe assessment tools and processes used for
assessing the attainment of each PO (25)
Describe the assessment process that periodically documents and
demonstrates the degree to which the Programme Outcomes are
attained. Also include information on:
a) A listing and description of the assessment processes used to gather the
data upon which the evaluation of each the programme educational
objective is based. Examples of data collection processes may include,
but are not limited to, specific exam questions, student portfolios,
internally developed assessment exams, senior project presentations,
nationally-normed exams, oral exams, focus groups, industrial advisory
committee;
b) The frequency with which these assessment processes are carried out.
03/03/21
99
2. Programme Outcomes (225) Cont……

2.3.1. Describe assessment tools and processes used for

assessing the attainment of each PO (25)

Describe the assessment process that periodically documents and

demonstrates the degree to which the Programme Outcomes are
attained. Also include information on:

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

data upon which the evaluation of each the programme educational
objective is based. Examples of data collection processes may include, but
are not limited to, specific exam questions, student portfolios, internally
developed assessment exams, senior project presentations, nationally-
normed exams, oral exams, focus groups, industrial advisory committee;

b) The frequency with which these assessment processes are carried out.
03/03/21
100
2. Programme Outcomes (225) Cont……

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

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

outcomes;

d) Summaries of the results of the evaluation processes and

an analysis illustrating the extent to which each of the
programme outcomes are attained; and

e) How the results are documented and maintained.

2.4. Use of assessment results towards improvement of the

programme (30)
03/03/21
101
2. Programme Outcomes (225) Cont……

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

2.4.1.Indicate how results of assessment used for curricular
improvements (5)
(Articulate with rationale the curricular improvements brought in after
the review of the attainment of the POs)
2.4.2. Indicate how results of assessment used for
improvement of course delivery and assessment (10)
(Articulate with rationale the curricular delivery and assessment
improvements brought in after the review of the attainment of the POs)
2.4.3.State the process used for revising/redefining the
POs (15)
(Articulate with rationale how the results of the evaluation of the POs
have been used to review/redefine the POs in line with the Graduate
Attributes of the NBA.) 03/03/21
102
3. Programme Curriculum (125)
3.1. Curriculum (20)
3.1.1. Describe the Structure of the Curriculum (5)

Course Course Total Number of contact hours Credits

Code Title Lecture Tutorial Practical Total
#

(L) (T) (P) Hours

…….. …..

Total

#
Seminars, project works may be considered as practical

03/03/21
103
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 the
curriculum)

3.1.3. Justify how the programme curriculum satisfies the

program specific criteria (10)
(Justify how the programme curriculum satisfies the program
specific criteria specified by the American professional societies
relevant to the programme under accreditation)

03/03/21
104
3. Programme Curriculum (125) Cont……

3.2. State the components of the curriculum and their

relevance to the POs and the PEOs (15)
Programme curriculum grouping based on different components
Course Curriculum Total number Total POs PEOs
Component Content of contact Number
(% of total of credits
hours
number of
credits of the
programme )
Mathematics
Science
Computing
Humanities
Professional
core
……………….
……………….. 03/03/21
105
3. Programme Curriculum (125) Cont……

3.3. State core engineering subjects and their relevance to

Programme Outcomes including design experience
(60) (Describe how the core engineering subjects in the
curriculum are giving the learning experience with the complex
engineering problems)
3.4. Industry interaction/internship (10)
(Give the details of industry involvement in the programme such
as industry-attached laboratories and partial delivery of courses
and internship opportunities for students)
3.5. Curriculum Development (15)
3.5.1 State the process for designing the programme
curriculum (5)
(Describe the process that periodically documents and
demonstrates how the programme curriculum is evolved con sidering
the PEOs and the POs)
03/03/21
106
3. Programme Curriculum (125) Cont……

3.5.2. Illustrate the measures and processes used to

improve courses and curriculum (10)
(Articulate the process involved in identifying the requirements for
improvements in courses and curriculum and provide the evidence
of continuous improvement of courses and curriculum)

3.6. Course Syllabi (5)

(Include, in appendix, a syllabus for each course used. Syllabi
format should be consistent and 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 03/03/21
107
4. Students’ Performance (75)
Admission intake in the programme
 
Item CAY CAY CAY CA
m1 m2 Y
m3
Sanctioned intake strength in the        
programme (N)
Total number of admitted students in first        
year minus number of students migrated to
other programmes at the end of 1st year
(N1)
Number of admitted students in 2nd year in        
the same batch via lateral entry (N2)
Total number of admitted students in the        
programme
(N1 + N2) 03/03/21
108
4. Students’ Performance (75) Cont……

Success Rate (20)

Provide data for the past seven batches of students
Year of entry Number of Students Number of students who
admitted in 1st year have successfully
(in reverse
   completed
*
+ admitted via         
chronological
lateral entry in 2nd 1st 2nd 3rd 4th year
order year (N1 + N2) year year year

CAY          
CAYm1          
CAYm2          
CAYm3          
CAYm4 (LYG)          
CAYm5          
(LYGm1) 03/03/21
*
successfully completed implies zero backlogs
CAYm6           109
4. Students’ Performance (75) Cont……

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

batches
 SI = (Number of students who graduated from the
programme in the stipulated period of course duration)
/(Number of students admitted in the first year of that batch and
admitted in 2nd year via lateral entry)
Item LYG LYGm1 LYGm2
(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 = ..................................................................
03/03/21
Success rate = 20 × Average SI = ..................................
110
4. Students’ Performance (75) Cont……

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 successful
students)/10

Assessment = 2 × API
Average Assessment for three Years

03/03/21
111
4. Students’ Performance (75) Cont……

4.2.1. Placement and Higher Studies (20)

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

  where,x = Number of students placed

y = Number of students
admitted for higher
studies with valid qualifying scores/ranks,
and

N = Total number of
students who were admitted
03/03/21
in the batch including lateral entry subject 112
to
maximum
 4. Students’ Performance (75) Cont……
       
Item LYG LYG LYG
m1 m2
Number of admitted students corresponding to      
LYG including lateral entry (N)
Number of students who obtained jobs as per the      
record of placement office (x1)

Number of students who found employment      

otherwise at the end of the final year (x2)
x = x1 + x2      
Number of students who opted for higher studies      
with valid qualifying scores/ranks (y)
Assessment points      
Average assessment points = 03/03/21
113
4. Students’ Performance (75) Cont……

Professional Activities (15)

4.3.1. Professional societies / chapters and
organising engineering events (3)
(Instruction: The institution may provide data for past three
years).

4.3.2. Organisation of paper contests, design contests, etc.

and achievements (3)
(Instruction: The institution may provide data for past three
years).

4.3.3. Publication of technical magazines, newsletters, etc.

(3) 
(Instruction: The institution may list the publications mentioned
03/03/21
earlier along with the names of the editors, publishers, etc.)
114
4. Students’ Performance (75) Cont……

Professional Activities (15)

4.3.4. Entrepreneurship initiatives, product designs, and

innovations (3)
(Instruction: The institution may specify the efforts and
achievements.)

4.3.5. Publications and awards in inter-institute events by

students of the programme of study (3)
(Instruction: The institution may provide a table
indicating those publications, which fetched awards to
students in the events/conferences organised by other
institutes. A tabulated list of all other student
publications may be included in the appendix.)
03/03/21
115
 5. Faculty Contributions (175)

List of Faculty Members: Exclusively for the

Programme / Shared with other Programmes
Name of Qualification, Designation and Distribution of Number of IPRs R&D and Holdin Interact
the university, and year date of joining   teaching load
  (%)  research consultanc g an ion
faculty of graduation the institution 1st Year UG PG publications in y work incubat with
member journals and with ion outside
conferences amount unit world
since joining

                     
                     
                     

03/03/21
116
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
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)
03/03/21
117
5. Faculty Contributions (175) Cont……

               
Year x y Z x+y+z N1 STR Assessment
  (max. = 20)
CAYm2              
CAYm1             
CAY              
Average assessment 

03/03/21
118
5. Faculty Contributions (175) Cont……

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

computed as follows:
  N = Maximum {N1, N2}
N1 = Total number of faculty members in the
programme (considering the
fractional load)
N2 = Number of faculty positions needed for
       
student- teacher ratio of 15.
Year N1 N2 N = Max. (N1, N2)
 
CAYm2      
 
CAYm1      
 
CAY      
03/03/21
119
5. Faculty Contributions (175) Cont……

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
           
Year x y N CRI Assessment
CAYm2          
  CAYm1          
CAY          
 
Average assessment 
03/03/21
120
5. Faculty Contributions (175) Cont……

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
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 
03/03/21
121
5. Faculty Contributions (175) Cont……

5.4. Faculty Qualifications (30)

Faculty Competencies correlation to Programme Specific
Criteria (15)
(Provide evidence that program curriculum satisfies the applicable
programme criteria specified by the appropriate American
professional associations such as ASME, IEEE and ACM. You may list the
programme specific criteria and the competencies (specialisation,
research publication, course developments etc.,) of faculty to correlate the
programme specific criteria and competencies)
5.5. Faculty as participants/resource persons in faculty
development/training activities (15)
(Instruction: A faculty member scores maximum five points for a participation
/resource person.)
Participant/resource person in two week faculty development programme : 5 points
Participant/resource person in one week faculty development programme : 3 Points
03/03/21
122
 5. Faculty Contributions (175) Cont……

 
  max. 5 per faculty
Name of the faculty CAYm2 CAYm1 CAY

       
       
        
Sum     
N (Number of faculty positions      
required for an STR of 15)
Assessment = 3 × Sum/N      
Average assessment 
03/03/21
123
5. Faculty Contributions (175) Cont……

5.6. Faculty Retention (15)

Assessment = 3 × RPI/N

where RPI = Retention point index

  = Points assigned to all faculty
members

03/03/21
124
5. Faculty Contributions (175) Cont……
where points assigned to a faculty member = 1 point for each year
of experience at the institute but not exceeding 5.
 
Item CAYm2 CAYm1 CAY
 
Number of faculty members with experience of      
less than l year (x0)
Number of faculty members with 1 to 2 years      
experience (x1)
Number of faculty members with 2 to 3 years      
experience (x2)
Number of faculty members with 3 to 4 years      
experience (x3)
Number of faculty members with 4 to 5 years      
experience (x4)
Number of faculty members with more than 5      
years experience (x5)
N      
RPI = x1 + 2x2 + 3x3 + 4x4 + 5x5      
03/03/21
Assessment     
125
Average assessment 
5. Faculty Contributions (175) Cont……

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.)

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.
03/03/21
126
5. Faculty Contributions (175) Cont……

Include a list of all such publications and IPRs along with

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

       
 
       

Sum     
N (Number of faculty      
positions required for an
STR of 15)
Assessment of FRP = 4 ×      
Sum/N
Average assessment 
03/03/21
127
5. Faculty Contributions (175) Cont……

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.)
 
  FIPR points (max. 5 per
Name of faculty member faculty member)
(contributing to FIPR) CAYm CAYm1 CAY
2

.................      
.................      
  .................      
Sum     
N     
03/03/21
  Assessment of FIPR = 2 × Sum/N      
128
Average assessment 
5. Faculty Contributions (175) Cont……

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 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. 03/03/21
129
5. Faculty Contributions (175) Cont……

    
  FPPC points (max. 5 per faculty
Name of faculty member member)
(contributing to FPPC) CAYm CAYm1 CAY
2

......................      
......................      
Sum     
N      
Assessment of FRDC = 4    
× Sum/N Average assessment
03/03/21
130
5. Faculty Contributions (175) Cont……

5.10. Faculty Interaction with Outside World (10)

FIP = Faculty interaction points
Assessment = 2 × (Sum of FIP by each faculty member)/N
(Instruction: A faculty member gets maximum five interaction points,
depending upon the type of institution or R&D laboratory or industry,
as follows)

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

eminence in India, or national research laboratories,

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

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

publication of books/research paper, pursuing externally funded R&D /
consultancy projects and/or development of semester-long course /
teaching modules.
03/03/21
131
 5. Faculty Contributions (175) Cont……

 
FIP points
Name of faculty member
(contributing to FIP) CAYm2 CAYm1 CAY

...........................      
  ...........................      
  Sum     
N     
  Assessment of FIP = 2 × Sum/N      
Average assessment 

03/03/21
132
6. Facilities and Technical Support (75)
5.10. Description of classrooms, faculty rooms, seminar,
and conference halls: (Entries in the following table
are sampler entries)
Room description Usage Shared / Capa Rooms equipped with
exclusive city PC, Internet, Book rack,
meeting space, etc.
No. of Classrooms Classroom      
  for 2nd
year
  Tutorial rooms        
No. of Seminar        
rooms
No. of Meeting        
  rooms
No. of Faculty rooms        
(n) 03/03/21
133
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)
(Instruction: List the various teaching aids available)
6.1.3. Acoustics, classroom size, conditions of chairs/benches,
air circulation, lighting, exits, ambience, and such other
amenities/facilities (5)
(Instruction: Assessment based on the information provided in
the preceding table and the inspection thereof.)
03/03/21
134
6. Facilities and Technical Support (75) Cont……..

6.2. Faculty Rooms in the Department (15)

6.2.1. Availability of individual faculty rooms (5)

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

6.2.2. Room equipped with white / black board,

computer, Internet, and such other amenities

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

03/03/21
135
 6. Facilities and Technical Support (75) Cont……..

6.2.3. Usage of room for counselling/discussion with

students (5)
(Instruction: Assessment based on the information provided in the
preceding table and the inspection thereof.)

The following table is required for the subsequent criteria.

Laboratory Exclusive Space, Number of Quality of Laboratory

description in use / number of experiment instrume manuals
the shared students s nts
curriculum
           
           
           
03/03/21
136
6. Facilities and Technical Support (75) Cont……..

6.3. Laboratories in the Department to meet the

Curriculum Requirements and the POs (25)

6.3.1. Adequate, well-equipped laboratories to meet

the curriculum requirements and the POs (10)
(Instruction: Assessment based on the information
provided in the preceding table.)

6.3.2. Availability of computing facilities in the

department (5)
(Instruction: Assessment based on the information
provided in the preceding table.)

03/03/21
137
6. Facilities and Technical Support (75) Cont……..

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.)

6.4.4. Equipment to run experiments and their maintenance,

number of students per experimental setup, size of the
laboratories, overall ambience, etc. (5)
(Instruction: Assessment based on the information provided in the
preceding table.)

03/03/21
138
 6. Facilities and Technical Support (75) Cont……..

6.4. Technical Manpower Support in the Department (15)

Name of Designati Exclusive / Date of Qualification Other Resp

the on (pay- shared joining At technical onsi
Now
technical scale) work Joining skills bility
staff gained

               
               

03/03/21
139
6. Facilities and Technical Support (75) Cont……..

6.4.1. Availability of adequate and qualified technical

supporting staff for programme-specific laboratories
(10)
(Instruction: Assessment based on the information provided in the
preceding table.)

6.4.2. Incentives, skill-upgrade, and professional advancement

(5)
  (Instruction: Assessment based on the information provided in the
preceding table.)

03/03/21
140
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)
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.)
03/03/21
141
7. Academic Support Units and Teaching-
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        
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
03/03/21
year common courses
142
 7. Academic Support Units and Teaching-
Learning Process (75) Cont…….

List of faculty members teaching first year courses:

         
Date of Department
Name of Qualific Designa joining the with which Distribution of
faculty ation tion institution associated teaching load (%)
member 1st year UG PG

               
               
(Instruction: The institution may list here the faculty members
engaged in first year teaching along with other relevant data.)

03/03/21
143
7. Academic Support Units and Teaching-
Learning Process (75) Cont…….

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 ×
students members 15)/ FYSTR (Max. is
(approved (considering 10)
intake fractional load)
strength)
CAYm2        
CAYm1        
CAY        
Average 
 
assessment 03/03/21
144
7. Academic Support Units and Teaching-
Learning Process (75) Cont…….

7.1.2. Assessment of Faculty Qualification Teaching First

Year Common Courses (15)
Assessment of qualification = 3 × (5x + 3y + 2z0)/N, where x + y + z0
≤ N and z0 ≤ Z
x = Number of faculty members with PhD
y = 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 03/03/21
145
7. Academic Support Units and Teaching-
Learning Process (75) Cont…….

7.1.2. Assessment of Faculty Qualification Teaching First

Year Common Courses (15)
Assessment of qualification = 3 × (5x + 3y + 2z0)/N, where x + y + z0
≤ N and z0 ≤ Z
x = Number of faculty members with PhD
y = 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 03/03/21
146
7. Academic Support Units and Teaching-
Learning Process (75) Cont…….

Year x y z N Assessment of faculty

qualification
CAYm2          
CAYm1          
CAY          
Average assessment of  
faculty qualification

03/03/21
147
7. Academic Support Units and Teaching-
Learning Process (75) Cont…….

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
description number of used experimen instruments manuals
students ts
           
           
(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.)
03/03/21
148
7. Academic Support Units and Teaching-
Learning Process (75) Cont…….

7.1.4. Language laboratory (2)

           
Language Space, Software Type of Quality of Guidance
laboratory number of used experiments instruments
students
           
           

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

03/03/21
149
7. Academic Support Units and Teaching-
Learning Process (75) Cont…….

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)
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:
03/03/21
Number of students per tutorial class:
150
7. Academic Support Units and Teaching-
Learning Process (75) Cont…….

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

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

(Instruction: Here the institution may report the details of

the tutorial classes that are being conducted on various
subjects and also state the impact of such tutorial classes).

03/03/21
151
7. Academic Support Units and Teaching-
Learning Process (75) Cont…….

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

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

(Instruction: Here the institution may report the details of

the tutorial classes that are being conducted on various
subjects and also state the impact of such tutorial classes).

03/03/21
152
7. Academic Support Units and Teaching-
Learning Process (75) Cont…….

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

Type of mentoring: Professional guidance / career
advancement / course work specific / laboratory
specific / total development

Number of faculty mentors:

Number of students per mentor :
Frequency of meeting:
(Instruction: Here the institution may report the details of the
mentoring system that has been developed for the students for various
purposes and also state the efficacy of such system).
03/03/21
153
7. Academic Support Units and Teaching-
Learning Process (75) Cont…….

7.2.3. Feedback analysis and reward / corrective

measures taken, if any (5)
Feedback collected for all courses: YES/NO Specify the feedback
collection process :
Percentage of students participating: Specify the feedback
analysis process :
Basis of reward / corrective measures, if any:
  Number of corrective actions taken in the last three years:

(Instruction: The institution needs to design an effective feedback

questionnaire. It needs to justify that the feedback mechanism it has
developed really helps in evaluating teaching and finally contributing to
the quality of teaching).
03/03/21
154
7. Academic Support Units and Teaching-
Learning Process (75) Cont…….

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)
(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
03/03/21 facility and impact of such
systems) 155
7. Academic Support Units and Teaching-
Learning Process (75) Cont…….

7.2.7. Co-curricular and Extra-curricular Activities (5)

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

7.2.8. Sports grounds, facilities, and qualified sports

instructors (5)
(Instruction: The institution may specify the facilities
available and their usage in brief)

03/03/21
156
8. Governance, Institutional Support and
Financial Resources (75)
8.1. Campus Infrastructure and Facility (10)
8.1.1. Maintenance of academic infrastructure and
facilities (4)
(Instruction: Specify distinct features)
8.1.2. Hostel (boys and girls), transportation
facility, and canteen (2)

03/03/21
157
8. Governance, Institutional Support and
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.)

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.)
03/03/21
158
8. Governance, Institutional Support and
Financial Resources (75)
Cont….

8.2.1. Governing body, administrative setup, and

functions of various bodies (2)
(Instruction: List the governing, senate, and all other academic
and administrative bodies; their memberships, functions, and
responsibilities; frequency of the meetings; and attendance
therein, in a tabular form. A few sample minutes of the meetings
and action taken reports should be annexed.)

8.2.2. Defined rules, procedures, recruitment, and

promotional policies, etc. (2)
(Instruction: List the published rules, policies, and procedures;
year of publications; and state the extent of awareness among
the employees/students. Also comment on its availability
03/03/21
on Internet, etc.)
159
8. Governance, Institutional Support and
Financial Resources (75)
Cont….

8.2.3. Decentralisation in working including delegation of

financial power and grievance redressal system (3)
(Instruction: List the names of the faculty members who are
administrators/decision makers for various responsibilities.
Specify the mechanism and composition of grievance redressal
system, including faculty association, staff-union, if any.)

8.2.4. Transparency and availability of correct /

unambiguous information (3)
(Instruction: Availability and dissemination of information
through the Internet. Information provisioning in accordance
with the Right to Information Act, 2005).
03/03/21
160
8. Governance, Institutional Support and
Financial Resources (75)
Cont….

8.3. Budget Allocation, Utilisation, and Public

Accounting (10)

Summary of current financial year’s budget

and the actual expenditure incurred
(exclusively for the institution) for three
previous financial years.

03/03/21
161
8. Governance, Institutional Support and
Financial Resources (75)
Cont….
Item Budgete Expense Expenses Expenses in
d in s in CFY in CFYm1 CFYm2
(till …)
  Infrastructural built-up CFY
       
Library        
Laboratory equipment        
Laboratory consumables        
Teaching and non-teaching        
staff salary
R&D        
Travel        
Other, specify        
Total        
(Instruction: The preceding list of items is not exhaustive. One may add other
03/03/21
relevant items if applicable.)
162
8. Governance, Institutional Support and
Financial Resources (75)
Cont….

8.3.1. Adequacy of budget allocation (4)

8.3.2. Utilisation of allocated funds (5)

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

8.3.3. Availability of the audited statements on the

institute’s website (1)
(Instruction: Here the institution needs to state whether the
audited statements are available on its website.)

03/03/21
163
8. Governance, Institutional Support and
Financial Resources (75)
Cont….
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 Actual Budgete Actual Budgeted Actual
d in CFY expenses in d in Expenses in CFYm2 Expenses
CFY CFYm1 in CFYm1 in CFYm2
(till …)
Laboratory equipment            
Software purchase            
R&D            
Laboratory consumables            
Maintenance and spares            
Travel            
Miscellaneous expenses for            
academic activities
Total     03/03/21        
164
8. Governance, Institutional Support and
Financial Resources (75)
Cont….

8.4.1. Adequacy of budget allocation (5)

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

8.4.2. Utilisation of allocated funds (5)

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

03/03/21
165
8. Governance, Institutional Support and
Financial Resources (75)
Cont….

8.5. Library (20)

8.5.1. Library space and ambience, timings and usage,

availability of a qualified librarian and other staff,
library automation, online access, networking, etc.
(5)
(Instruction: Provide information on the following items.).

03/03/21
166
8. Governance, Institutional Support and
Financial Resources (75)
Cont….
Carpet area of library (in m2) Reading space (in m2)
Number of seats in reading space
Number of users (issue book) per day Number of users
(reading space) per day
Timings: During working day, weekend, and vacation
Number of library staff
Number of library staff with degree in Library
Management Computerisation for search,
indexing, issue/return records Bar coding used
Library services on Internet/Intranet INDEST or other similar
membership Archives 03/03/21
167
8. Governance, Institutional Support and
Financial Resources (75)
Cont….
8.5.2. Titles and volumes per title (4)
Number of titles ...................................
Number of volumes .................................
     
  Number of new Number of new Number of new
titles added editions added volumes added
 
CFYm2      
 
CFYm1      
 
CFY      

03/03/21
168
8. Governance, Institutional Support and
Financial Resources (75)
Cont….
8.5.3. Scholarly journal subscription (3)
Details CFY CFYm1 CFYm2 CFYm3
Science As soft copy        
  As hard copy        
Engg. and Tech. As soft copy        
  As hard copy        
Pharmacy As soft copy        
  As hard copy        
Architecture As soft copy        
  As hard copy        
Hotel Management As soft copy        
  As hard copy        

03/03/21
169
8. Governance, Institutional Support and
Financial Resources (75)
Cont….

8.5.4. Digital Library (3)

Availability of digital library contents:
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:

03/03/21
170
8. Governance, Institutional Support and
Financial Resources (75)
Cont….
8.5.4. Library expenditure on books, magazines /
journals, and miscellaneous contents (5)
Year       Expenditures  Comments
Book Magazine/jour Magazine/jour Misc.
nals (for hard nals (for soft Contents
copy copy
subscription) subscription)
CFYm2          
CFYm1          
CFY          

03/03/21
171
8. Governance, Institutional Support and
Financial Resources (75)
Cont….
8.6. Internet (5)
Name of the Internet provider: Available bandwidth:
Access speed:
Availability of Internet in an exclusive lab:
Availability in most computing labs:
Availability in departments and other units:
Availability in faculty rooms:
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.)
03/03/21
172
8. Governance, Institutional Support and
Financial Resources (75)
Cont….
8.7. Safety Norms and Checks (5)

8.7.1. Checks for wiring and electrical installations for

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)
03/03/21
173
8. Governance, Institutional Support and
Financial Resources (75)
Cont….
8.7.3. Safety of civil structure (1)

8.7.4. Handling of hazardous chemicals and such other

activities (2)
(Instruction: The institution may provide evidence that it is taking
enough measures for the safety of the civil structures, fire, electrical
installations, wiring, and safety of handling and disposal of
hazardous substances. Moreover, the institution needs to show the
effectiveness of the measures that it has developed to
accomplish these tasks.)

03/03/21
174
8. Governance, Institutional Support and
Financial Resources (75)
Cont….
8.8. Counselling and Emergency Medical Care and
First-aid (5)

Availability of counselling facility (1)

Arrangement for emergency medical care (2)
Availability of first-aid unit (2)
 
(Instruction: The institution needs to report the availability of
the facilities discussed here.)

03/03/21
175
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

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))

03/03/21
176
9. Continuous Improvement (75) Cont…….

9.1. Improvement in Success Index of Students (5)

From 4. 1
         
Items
  LYG LYGm1 LYGm2 Assessment
Success index        

9.2. Improvement in Academic Performance Index of

Students (5)
From 4. 2

Items LYG LYGm1 LYGm2 Assessment

 
API        
03/03/21
177
9. Continuous Improvement (75) Cont…….

9.3. Improvement in Student-Teacher Ratio (5)

From 5. 1
Items CAY CAYm1 CAYm2 Assessment
 
STR        

9.4. Enhancement of Faculty Qualification Index (5)

From 5. 3

Items LYG LYGm1 LYGm2 Assessment

 
FQI        
03/03/21
178
9. Continuous Improvement (75) Cont…….

9.5. Improvement in Faculty Research Publications,

R&D Work and Consultancy Work (10)

From 5.7 and 5.9

Items LYG LYGm1 LYGm2 Assessment

FRP        
FPPC        

03/03/21
179
 9. Continuous Improvement (75) Cont…….
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

Module Any other Developed/ Duration Resource Target Usage

description contributory organized persons audience and
institute/ by citation,
industry etc.
 
...............            
 
           
..................

03/03/21 Assessment =
180
9. Continuous Improvement (75) Cont…….
9.7. New Facility Created (15)
Specify new facilities created during the last three years
for strengthening the curriculum and/or meeting the POs:
9.8 Overall Improvements since last accreditation, if any,
otherwise, since the commencement of the programme (20)
Specify the overall improvement:
Specify the Improvement Contributed by List the PO(s), Comments,
strengths/ brought in which are if any
 weakness strengthened
CAY        
CAYm1        
CAYm2        
 .........        
……..        
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 Declaration
The head of the institution needs to make a declaration as per the
format given below:
 
This Self-Assessment Report (SAR) is prepared for the current
academic year ( ) and the current financial year ( ) on
behalf of the institution.
 
 I certify that the information provided in this SAR is extracted from the
records and to the best of my knowledge, is correct and complete.
 
I understand that any false statement/information of consequence may
lead to rejection of the application for the accreditation for a period of
two or more years. I also understand that the National Board of
Accreditation (NBA) or its sub-committees will have the right to decide
on the basis of the submitted SAR whether the institution should be
considered for an accreditation visit.
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182
If the information provided in the SAR is found to be wrong during the visit or
subsequent to grant of accreditation, the NBA has right to withdraw the grant of
accreditation and no accreditation will be allowed for a period of next two years
or more and the fee will be forfeited.
 
I undertake that the institution shall co-operate the visiting accreditation team,
shall provide all desired information during the visit and arrange for the meeting
as required for accreditation as per the 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
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

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183
 PART - 4
Guidelines for Evaluators
 Functions of Evaluators
•study the SAR provided by the institution/university, and identify
areas where additional information is required and issues tha
require an in-depth analysis during the visit.

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

detrimental to the quality of the programme.

•assist the Chairperson in conducting the visit.

•ensure that the report of the evaluation team is prepared

and submitted to the NBA at the end of the final day visit.
 Functions of Chairperson
•finalise the schedule of visit.
•chair all meetings, coordinate the visit and provide
guidance to the evaluation team
•address, on behalf of the evaluation team,
issues common to all programmes being evaluated,
including governance, institutional support and other
infrastructural facilities.
•study the SAR provided by the institution/university
and coordinate with evaluators to identify areas where
additional information is required and issues that require
an in-depth analysis during the visit.
 Functions of Chairperson Contd...

•gather necessary information during the visit to support

the findings and recommendations of the evaluation team.

•guide the evaluators to arrive at recommendations with consensus.

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

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

• ensure that the report of the evaluation team is submitted to the NBA,
online, at the end of the final day of the visit.

•provide the final chairperson report of the evaluation team and submit it
to the NBA within the stipulated time.
 Accreditation Visit
The entire process of an accreditation visit comprises four activities

•Pre-visit activities

•Activities during the visit

•Report writing

•Seeking 3600 feedback

TABLE 1 SUMMARY OF ACTIVITIES DURING THE VISIT
Day Activities Duration
0 Meeting among team members 45 minutes
Discuss the schedule and plan of activities 15 minutes
I Meeting with Management Representative, 30 minutes
Head of the Institution, Head of the Department
Visit to central facilities 2 hours
Lunch
Presentation by Head of the Department 30 minutes
Visit to laboratories, library, computing centre 1 hour
and other facilities
Visit 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, 30 minutes
Head of the Institute, Head of the Department
Interaction with stakeholders: alumni, parents, employers 1 hour 30 minutes
Preparation of the evaluator’s report 30 minutes
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 to

undergraduate programme?

 Are research scholars and PG students used in tutorials and

laboratory demonstration? Do they receive any training?

 What are faculty workloads like? How do you balance the work load
between teaching and research?

 What are the strategic directions for engineering? In which

direction is engineering headed at your institution?

 Is the level of industry input to programme design andtargeted

graduate outcomes adequate?
TO THE DEAN / HEAD OF DEPARTMENT / PROGRAMME COORDINATORS

 How are academic faculty involved in the programme design?

 What is the level of faculty development adapted to improve quality of
teaching? How many are involved?
 How many members of the faculty are involved in the internship

scheme?
 What happens if somebody is ill or wants to take a period of study
leave?
 How many members of faculty are involved in the Foundations of
Teaching and Learning programme?
 Describe your role and responsibilities
 How many of you are involved in the academic leadership course for
Course Coordinators?
 How is programme review initiated and implemented? When does
industry interaction begin?
 How much does programme review involve academic faculty?
TO THE DEAN / HEAD OF DEPARTMENT / PROGRAMME COORDINATORS
Cont.....
 Tell us about the balance between the coverage of discipline-specific and
engineering practice in the First Year?
 What are the strategic directions for engineering?
 How do you feel about the quality of laboratories and the level of
student engagement?
 To what extent are laboratories and facilities useful for practical learning
and project work? What might be development directions and
prioritisation?
 Is the quantum and quality of laboratory practice consistent with the
needs of an engineering graduate?
 Are the laboratory equipment and computers properly maintained? Is
supporting staff adequate for these activities?
 Are you aware of the specified programme outcomes?
 What progress has been made on tracking the development,
throughout the programme, of graduate attributes?
 What do you see as the positives associated with this programme?
TO THE DEAN / HEAD OF DEPARTMENT / PROGRAMME COORDINATORS
Cont.....

 What are the characteristics that make this programme good or

unique?
 What are your views of the capabilities of your students at the time they
complete their studies?
 What are your views on the employability of your students?
 Where is professional development being delivered (writing, communication
and research skills, teamwork, project management, etc)? Is it embedded
throughout the programme?
 Is there sufficient student elective choice in the programme? Would more
be better?
 Is the development of engineering design skills adequate? How is design
embedded into the programme?
 How are the issues of engineering ethics, sustainability and the
environment covered throughout the programme?
 Are the students exposed to issues related to globalisation and changing
technologies?
TO THE DEAN / HEAD OF DEPARTMENT / PROGRAMME COORDINATORS
Cont.....
 What proportion of final year projects are industry based? How are they
supervised and managed?
 What proportion of final year projects is research-oriented?
 Is the course material made available to students?
 Where do students perform their assignment work? Are separate
working spaces for group work available
 What are the modern tools used for teaching?
 Are students able to learn better from power point presentations?
 How much exposure is to local industry practice such as guest
presentations, teaching by visiting faculty, site visits, industry problem
solving, case studies, and industry projects occurring? Are these
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?
TO THE DEAN / HEAD OF DEPARTMENT / PROGRAMME COORDINATORS
Cont.....

 What opportunities are being grasped in industrial design and project work to
take advantage of industry topics or input? Are industry-based projects supervised
or co-supervised by industry people?
 Does industry sponsor the project work?
 Do all students undertake an internship or industrial training?
 Describe the reporting mechanisms and assessment requirements.

 What are the overall quality mechanisms that ensure appropriateness of

outcomes?
 How are academic faculty involved in achieving Graduate Attributes?
 What is the evidence of progress being made on mapping student learning
outcome to POs, including mapping of the outcomes to the Graduate Attributes?
 What efforts are made to ensure that assessment truly assesses the student
learning outcomes in each subject?
 How are course outcomes and assessment measures at the unit level tracked
to close the loop, on delivery of targeted graduate outcomes?
TO THE DEAN / HEAD OF DEPARTMENT / PROGRAMME COORDINATORS
Cont.....
 What are the roles of the Programme Coordinator, course coordinators and academic
faculty in programme review and quality improvement?

 How often does the faculty meet as a teaching team to discuss programme
improvement issues?
 To what extent is improvements made from student feedback ?

 Are unit outlines demonstrating closure of the quality loop at unit and programme
levels?

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

 What is the impact of the advisory committee on contextualising the programme to

local and global needs?

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

 How is student feedback obtained?

 Do students receive feedback on actions taken?

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

TO THE DEAN / HEAD OF DEPARTMENT / PROGRAMME COORDINATORS
Cont.....
 What are other consultation mechanisms?
 How does the faculty respond to the outcomes of student/unit surveys?
 What changes have been made to the programme as a result of your evaluation?
 What is the process used for making changes to the programme outcomes?
 How does the faculty credentials relate to the PEOs and the POs?
 Is the quantum and quality of laboratory practice consistent with the needs of an
engineering graduate?
 How active is the industry-institute interaction partnership cell?
 What programme changes have been made from the input by industry-institute interaction
partnership cell?
 What are the strengths and weaknesses of your department and support departments?
 Are any major curriculum changes planned? What? When?
 What are the major needs for growth and development of the curriculum?
 Do you make recommendations for faculty salary and increments?
 How much time is available to the faculty for professional development?
 What is the budget for faculty professional development?
 Are faculty sent abroad under faculty exchange programme?
 TO FACULTY
 How does research activity have linkages and benefits to undergraduate
programme?
 Are research scholars and PG students used in tutorials and laboratory
demonstration? Do they receive any training?
 How do you ensure that appropriate assessment techniques are being
used?
 What assessment moderation processes are used? Is there any senior
project work?
 What professional development (T&L-related) have you received?
 What are faculty workloads like? How do you balance your load
between teaching and research?
 What are the good things that are happening in the programme?
 What are the unwanted things that are happening in the programme?
 What programme educational objectives and programme outcomes do
the courses you teach support?
 TO FACULTY
Cont…

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

and programme outcomes? How?
 Are you involved in programme improvements? How?
 Is there sufficient student elective choice in the programmes? Would more choice be
advisable?
 How is the Honours’ program different from the graduate programme?
 Is the development of engineering design skills adequate? How is design embedded
into the programme?
 How are the issues of engineering ethics, sustainability and the environment, and
business studies covered throughout the program?
 Are the students exposed to issues related to globalization and changing
technologies?
 What proportion of final year projects are industry based? How are they supervised
and managed?
 Are lectures recorded and made available to students?
 What professional society are you a member of? Are you active? Do you hold any
office?
 TO FACULTY
Cont…….

 How do you ensure that appropriate assessment techniques are being used?
 How much time do you spend on professional development?
 Does the same instructor usually teach both lecture and laboratory portions of
related courses? If not, how do they coordinate?
 Is the salary structure satisfactory? What additional benefits are included?
 What unique or unusual teaching methods are used in your department?
 Do you maintain regular contacts with industry? How?
 How has the industrial-institute partnership cell affected POs?
 Are the support departments providing appropriate educational services for
your students?
 Is there adequate secretarial and technician service available to you?
 How do you balance your load between teaching and research?
 Have you acquired any additional qualification to provide effective teaching?
 How is you industrial experience if any relevant to this program?
 TO FACULTY
Cont…….

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

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

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

 What are other consultation/grievances mechanisms available?

 TO STUDENTS

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

 Comment on facilities such as laboratory, IT access, information resources

and project work.

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

mechanism?

 To what extent does the programme provide for your personal and
professional capabilities development? Are there measures of your
personal development and performance such as team-work, leadership,
management, communication and presentation skills, self learning
capacity etc? Are these systematically addressed in subjects
studied?

 Have issues such as globalisation, ethics and sustainable practices been

addressed yet?
 What improvement would you make if you had a magic wand?
 Did you make use of online learning facilities? What are they? Do they make a
difference?
 TO STUDENTS
Cont…….

 Do you feel that you have an understanding of the targeted outcomes for your
programme and the real nature of engineering practice in your chosen domain? How
was this understandings established?
 How successful are faculty members as role models of the professional engineer?
 How accessible are faculty?
 Did you get exposure to sessions or guest lectures by practising professionals? Are
these well organised and well presented?
 What do you think are the key attributes an employer would be looking for in a
graduate engineer?
 How effective are subject/unit outline documents in communicating and interlinking
objectives, learning outcomes, activities and assessment strategies within individual
units?
 Is assessment well coordinated with objectives and targeted learning outcomes within
academic units?
 Are there other avenues of embedded professional practice exposure other than
placement activities such as industry visits, field trips, industry assignments, case
studies, industry based projects etc.? Is there sufficient exposure to professional
practice?
 TO STUDENTS
Cont…….

 How effective is laboratory learning? Are experiments prescriptive or open

ended?
 What has been the nature of project-based learning activity in the
programme? Have you been confronted with multi-disciplinary, open-ended,
complex projects? Has it been necessary to consider factors such as social,
environmental, safe practices and ethical matters?
 Have you been involved in any team based learning activities yet? Have you
become a good team player and/or team leader? Are you assessed for your
team performance?
 What input do you have to the quality system, through surveys, input to the
processes of educational design and continuous improvement? Is your feedback
effective? Does it bring about change? Do you hear about improvement made?
 What skills are you expected to acquire at the time of graduation?
 Comment on attainment of program educational objectives.
 TO STUDENTS
Cont…….

 To what extent does the program provide for your personal and professional
capabilities development? Are there measures of your personal development
and performance such as team-work, leadership, management,
communication and presentation skills, self learning capacity etc? Are these
systematically addressed in subjects studied?
 Are you acquiring the expected / required skills?
 Are the faculty members competent in the subjects they teach?
 Are faculty members available and helpful to you at times convenient to you?
 Why did you choose this institution/department / programme?

 Are the laboratory equipment/tools/accessories well-maintained?

 How good is the hands-on experience?
 Do you plan to continue your education after graduation? Where? When?
 Do you plan to accept a job after graduation? Where? When?
 TO STUDENTS
Cont…….

 What type of job can you get as a graduate of this programme? At what
salary?
 What is your overall view of the programme?
 Would you recommend it to a friend?
 Are you providing feedback as part of a quality/programme improvement
mechanism?
 PART - 5
•Heterogeneous System
- (Autonomous and Non-autonomous)

•Tier - I and Tier –II

•Reverse Engineering
Thank YOU