Outcome

Outcome Based
Education and
-An Accreditation
awareness workshop for Evaluators /
Stakeholders
Part 1 Outcome Based Education &

Outcome Based Accreditation
Part 2 Accreditation Manual
(Contents)
Part 3 Se l f Assessment Report
(SAR)
Part 4 Guidelines for Evaluators
Contents
Accreditation - What, why, how ??
Minimal Vs Input-Output
Vs Outcome
Outcome based education (OBE) key

constituents
Outcome based accreditation - criteria
Correlation among outcome based parameters
Assessment methods/tools
Assessment of attainment
What is Accreditation
Formal recognition of
the quality of an
educational program /
Institution
by
an
external-independent
agency on the basis of
impartial
assessment
on the basis
of well
defined criteria
Significance of
At NationalAccreditation
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
other countries
Growing number in
of institutes
, types (univ, deemed, Private,
autonomous, affiliated ) and programs
Advantages of Accreditation
& Its Processes
Students get quality education and better employment
opportunity.
Alumni share their experience and participate in
curricular updates in view of emerging technology and
tools.
Development of faculty benefits of realization of efforts,
opportunity of attempting more complex problems,
career advancement, consultancy & sponsored R&D
Exchange of views opportunities supplement each
other requirement.
Employer in industry / academia/ public services get
well grounded practice engineers with requisite technical
and behavioral skills / graduate attributes.
Institution builds up a Brand.
Continuous improvement towards excellence.
Global Mobility upon

Accreditation
Graduation from an accredited program is

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

Multi-national ??
assured
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
An
Washington
accord singed among six countries
Accord
(Australia,
Canada, Ireland, New Zealand , United Kingdom and

United States) in the year 1989.
The purpose was to mutually recognize and accept the
qualifications accredited by signatories.
The accord at present has 15 full signatories and 5
provisional signatories.
Members of Washington Accord have outcome based
accreditation.
All members accept the defined Graduate Attributes.

Washington
Accord
is
applicable
only
for
UG
Engineering Programmes.
If India wants to reap the benefits of its large human
resource and to become knowledge society and global
supplier of trained HR it is must to be a full signatory
of Washington Accord
Countries
Engineers.
like Australia have a demand for
Signatories of WA
Australia Represented by Engineers Australia (1989)
Canada Represented
Chinese Taipei Represented
by Engineers Canada (1989)

by Institute of Engineering Education
(2007) Taiwan
Hong Kong China Represented by the Hong Kong Institute of

Engineers (1995)
Ireland Represented
Korea Represented by Accreditation Board of Engineering Education
by Engineers Ireland (1989)
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)
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
MUTUAL
RECOGNITIO
N
Internatio
nal Agree
me n t s
Autonomy of Signatory
Transparency to Accreditation System
Free from Government and other influences
Basis - Education Framework

Entry level qualifications
Number of years of the program
Recognition of the program by Competent
Accreditation Authority and Reputation
of the Institute
Obstacles
Differences in Education
System
Accreditation system
Disciplines
Who does accreditation in

Institutional accreditation by National Assessment
India
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 & Technology, Management,
Architecture, Pharmacy,
Hospitality and
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 composition
Often involving direct prescriptions of
curriculum and faculty
Makes the accrediting process uniform and
potentially fair
Relatively easy to maintain
innovation
Stifle
Outcome
Model and creativity in the
curriculum
Focuses on the objectives and outcomes of the program
Requires evidence of measurement and attainment of
objectives and outcomes
Too much data may be collected and analyzed periodically
Input-Output Based
Accreditation
financial resources
lab equipment
Infrastructure facilities
faculties
Progr
a
mme
Number of students
graduating
quantitative grades of
students
success rate of
students
Number of quality of
students
Measureabl
e Input
Measurable
Outputs
Shift
Input-output:
from
Input- output
base
d
Assessmen
t
OutcomeO
u
base t
d
c
Assessmen o
t
m
e
s
Input- outout based Assessment

Infrastructure, Students, Teachers,
Support staff, Management,
Curriculum, Calendar. Pass %, Number
of publications, placement etc.,
Outcome-based Assessment
What knowledge, skill and behavior a
graduate is expected to attain upon
just completion of a program and after
4-5 years of graduation
Observable and Measurable abilities /
outcomes. Graduate Attributes(GA)
defined by NBA
This
necessitates
mapping
of
outcomes with
GA, Objectives,
Mission and vision
Outcome Based Education

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?
Attributes
OBLT
How to make
(Learning &
the student
Teaching)
achieve the
outcome? How to measure
what the student
has
OBA
(Assessm en
t)
Key constituents of Outcome

based Education
Vision
Mission
e
s
i
Graduate
Attributes
The Graduate Attributes of NBA

for UG Engineering
Engineering Knowledge: Apply knowledge
of
mathematics,
fundamentals
Science,
and
Engineering
an
engineering
specialization to the solution of complex

engineering problems
Problem
research
Analysis:
literature
Identify,
and
analyse
formulate,
complex
engineering problems reaching substantiated

conclusions
mathematics,
using
first
natural
principles
sciences
of
and
Design/ Development of
complex
engineering
. . . Graduate
Solutions:
Design solutions
Attributes
problems
and
design
for
system
components or processes that meet specified needs with

appropriate consideration for public health and safety,
cultural,
Conduct societal
investigations
of complex
problems using
and environmental
considerations.
research-based
including
knowledge
design
of
interpretation of data and
and
research
experiments,
methods
analysis
and
synthesis of information to
provide valid conclusions.

Modern Tool Usage: Create, select and apply appropriate
techniques, resources and modern engineering and IT
tools including prediction and modelling to complex
engineering
activities with an understanding of the
... Graduate
The
Engineer
contextual
and
Society:
Apply reasoning
Attributes
informed
by
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
Communication:
... Graduate
Attributes
Communicate effectively
on
complex
engineering activities with the engineering community and

with society at large, such as being able to comprehend and
write effective reports and design documentation, make
Life-long
effective Learning:
presentations
Recognize
and the
give
need
and
for and
receive
have the
clear
instructions. and ability to engage in independent and lifepreparation
long
learning in the broadest context of technological
change.
Project
Management
knowledge
and
and
Finance:
understanding
of
Demonstrate
engineering
and
management principles and apply these to ones own work,

as a member and leader in a team, to manage projects and
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
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-curricular &
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
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.
Program Educational Objectives

Program
educational
objectives
are
broad
(PEOs)
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
How to Evolve Program

Educational Objectives
A)
B)
C)
D)
E)
- Professional Bodies
Consultati
- Faculty
on
- Industr
- Parents
- Data on future
y
- Data on trends in
- Alumni
development in the
- Student
profession
s
- Summary of views during consultation
- Manage
- Accepted views -objectives
- ment
Identification and designing of courses with defined
objectives.
Elective and core courses.
- Courses to achieve objectives
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
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
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
Publishing and disseminating Vision

and Mission, PEOs, POs, COs
Awareness to all the stakeholders on the defined
Vision and mission, PEOs, POs, COs
Publishing in websites, curricula books, display
boards etc.,
Awareness workshops to students and faculty
periodically
Prepare stakeholders to reinforce with the activities
vis- -vis achievement of Vision and mission, PEOs,
POs, COs
How do PEOs, POs and COs relate

COs
GAs
POs
Mission
PEOs
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
Socially responsible
Technical career
.
PEO2 PEO3
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
PEO alignment with POs
Program Educational
Objectives
ii iii
Program Outcomes
iv v vi
vii viii ix
.. .. ..
(1) PEO ()
.
Explain with reason the above correlation
Mapping COs with POs

Contribution of courses to
program outcomes
Type Units
Course No. & Title
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 Strong
4
EE100 Electrical
Contribution
and Electronic
Circuits
Program outcomes
a
Week
Contribution
No
Contribution
Program Curriculum
Components
Course
Component
Curriculum
Content
(% of total
number of
credits of the
program )
Total
number
of
contact
hours
Total
Number
of
credits
Pos
Mathematics
Science
Computing
Humanities
Professional core
.
Balance
..
between various components and their

coverage of the PEOs and POs
PEOs
Program Curriculum Balance

between theory and
Balance between theory ad practice
practical
Course
Code
Course
..
..
Title
Total Number of contact hours

Lect
Tutorial
Practical#
ur
(T)
(P)
e
(L)
Credits
Total Hours
Laboratory work and Project work should contribute towards

outcomes Delivery method and assessment of the
Total
course is very key
Project Name
Type
Achievement
PO
Project (.)
Design
Published
PO 3
Project (.)
Application/multidisciplinary
Prototype
PO2
..
..
Program Curriculum
Contributions of
How the core
courses are contributing
professional
coreto 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
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 selfreports
Rubrics
Alumini survey
Employer survey
Course-end
survey, etc.,.
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)
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
Sample Program Outcome: Student can Work

Developing Satisfactory Exemplary
Effectively Unsatisfactory
in Teams
1
2
3
4
Research &
Does not
Collects very
collect
gather
any information limited
information relating to the information;
topic
some relate
to
the topic
Collects
some
basic
information;
Fulfill teams Does not

perform
roles &
any duties
duties
assigned
to the team
role
Performs
nearly
all duties
Performs
very
little duties
Collects a
great
deal of
information;
all
most refer to refer to the
the
topic
topic
Performs all
duties of
assigned
team
roles
Shares work Always relies

Rarely does
on
the
equally
others to do the assigned
work;
work
often needs
reminding
Usually does Always does

the
the assigned assigned
work
work; rarely without
having
needs
to be
Score
When to Assess
Program Educational Objectives(PEOs)
Program Outcomes
(POs)
Course Outcomes
(COs)
Few years after

Graduation 4 to
5 years
Upon
graduatio
n
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
CO Assessment tools for each

course
End-of-course surveys
Student comments
Rubrics
Internal Assessment and home assignment
Semester end performance reports
Course performance history plots
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).
Summary of assessment
methods/tools
PEOs
Assessment Tool
Assessment
frequency
Assessed by
Reviewed by
Employer survey
Every year
Once or twice a
Institute
Department
Institute/Department
Institute
two months
Semester end
Faculty
Faculty
Faculty
Faculty/Department
Faculty
Faculty/Department
Institute
Department
Alumni
survey
Any
other
Pos
Assignments
Examinations
End-of-course
Every six months
survey
Rubrics specific to
PO/POs
Employer survey Every year
Faculty survey
COs
Any other
Every six months
Department
Assignments
Examinations
two months
Semester end
Faculty
Faculty
Faculty
Faculty/Department
Projects
Every six
Faculty
Faculty/Department
Group tasks
Assessment of the attainment

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

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

of POs
POs attainment through each

Course
Contribution of courses to
program
outcomes
Type
LAB
LEC
Units
Course No. & Title a
4
CHEM30AL
General Chemistry
Laboratory II
4
EE1 Electrical
Engineering Physics I
Program outcomes
b
POs attainment through all the courses and

activities
5
6
Administrative support for

Quality Assurance cell
OBE
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
ACCREDITATION MANUAL
For UNDERGRADUATE
ENGINEERING
PROGRAMME
S (TIER
I)
(i)
AUTHORITIES OF
NBA
The General
Council
(ii) The Executive
Committee
(iii) The
President
NBA Committees for

Accreditation
Evaluation
and Accreditation
(EAC)
The chairman
of the EAC,Committee
appointed by
the EC,
(wit
Three
experts from the respective discipline
h
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
5 years.
minimum 600forpoints
and 60% score in
mandatory fields (criterion 1 and criteria

4 to 8 ) accreditation for two years.
Basic Steps for Online Accreditation

Step
1: Online Registration Process(for
Process
institutions not registered with NBA)
Step
2: Apply for Accreditation
Step 3: Onsite Visit of Evaluation Team to the

Institute Step4:
Consideration of
Evaluation Report by
Evaluation Accreditation Committee
(EAC) Step 5: Issuance of Accreditation
Status
Step 6: Appeal against the Accreditation
DOs and DONTs for preparing the

DOs:
SAR
The SAR
must
be concise,
pointed, and adequate in length and

breadth for the purpose of accreditation.
provide relevant information as per

specified for the individual programme.
the
format
be printed on one side of paper with double spacing,

using font 12 Times New Roman, with at least one
inch (2.54 cm) margin on all sides.
contain carefully compiled and authentic data.
proper presentation of data in appendices with charts,
graphics, and visuals wherever applicable.
provide relevant data for the past three years,
unless specified otherwise in the respective programme
manual.
DOs and DONTs for preparing the SAR

DONTs :
Dont send the following objects with
the SAR:
Original documents.
Publications such as books, journals,
newsletters, thesis, etc.
PROVISIONAL
ACCREDITATION OF NEW
PROGRAMMES
ACCREDITATION VISIT
360 Feedback
REDRESSAL PROCESS
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.)
I. Institutional
Information
I.3
.
Cont
..
History of the institution (including the date of

introduction and number of seats of various
programmes of study along with the NBA
accreditation,
if any) in a tabular
form
Year
Description
.............
.............
(date)
.............
Institution started with the following

programmes
(intake strength)
NBA-AICTE accreditation visits and
accreditation
granted, if any
Addition of new programmes, increase
in intake strength of the existing
programs and/or accreditation status
(Instruction:
History of the institution and its
chronological
development along with the past accreditation records need
to be listed here.)
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
Organizational Structure:
Organisational chart showing the hierarchy
academics and administration is to be included
of
I.7
Financial status: Govt. (central/state) / grants-inaid / not-forprofit /private self-financing / other:
(Instruction: Financial status of the institute has to
I. Institutional
Information
I .8 Nature of the trust/society:
Cont.
.
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
Location
Institution
Establishment
I .9 External sources of
funds
Name of the
CFY
external source
CFYm1
CFYm2
CFYm3
(Instruction: The different sources of the external funds over

the
last three financial years are to be listed here.)
I.
10
Cont.
.
Internally acquired
funds:
Name of the
internal
source
Students fee
CFY
CFYm1
CFYm2
CFYm3
(Instruction: The different sources of the

internal funds over the last three financial
years are to be listed here.)
I. Institutional
Scholarships or any other financial
Information
I.
11
Cont..
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
Category
Scholarship Assistance
Amount
FY CFYm CFYm CFYm3

1
2
I. Institutional
Cont ..
I.Information
12 Basis/criterion for admission to the institution:
I.
13
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.)
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.)
I.
14
Cont
..
Total number of employees

(Instruction:
Total
number
of
employees,
men
and women,
both has to
be listed
data may
here. The categorized
be
a
tabular form as
teaching and supporting
staff.)
in
I. Institutional
Cont
..
Information
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 Staf
Items
CAY
CAYm1
CAYm2
CAYm3
Min Max Min Max Min Max Min Max
Teaching
M
staff in
F
engineering
Teaching
M
staff in
F
science &
humanities
Non-teaching
M
staff
F
(Instruction:
Staff strength,
both teaching and non-
teaching,
the years has to be listed here.)
last three over
academic
I. Institutional
Information
A. Regular
Staf
Items
Teaching
staff in
engineerin
g
Teaching
staff in
science &
humanities
Nonteaching
Staff
M
F
M
F
M
F
Cont
..
CAY
CAYm1
CAYm2
CAYm3
Min Max Min Max Min Max Min Max
II. Departmental Information

II.1. Name and address of the
II.2. department:
Name, designation,
numbe and etelephone
address of the contact person r,
for
mail
II.3. the NBA: of the
including
date
History
introducti
department
of seats of
on
programmes
and
of study along with
various
accreditati
the NBA
number of
on
Description
,ifProgram
any:
UG in..............
UG in..............
MCA..............
PG in..............
Started with.................seats in.............

Intake
increased to.............in............. Intake
increased
to.............in.............
......................................
......................................
Cont
.
II.4 Mission and Vision of the Department

.
(The department is required to specify its Mission
and Vision)
II.5 List of the programmes/ departments which
share human resources and/or the facilities of
.
this programmes/ departments (in %):
(Instruction: The institution needs to mention the
different programmes being run in the
department which share the human resources
and facilities with this
II.6. Total number of students:
department/programme being accredited.)
UG
:
Cont
.
II.7 Mission and Vision of the Department

.
(The department is required to specify its Mission
and Vision)
Items
Teaching staff
in the
department
Non-teaching
staff
Total
CAY
CAYm1
CAYm2
CAYm3
Min. Max Min. Min. Max Max. Min. Max.
.
.
Cont
.
II.7.1. Summary of budget for the CFY and

expenditu
the actual
incurred in the CFYm1, CFYm2
CFYm3
re
(for
and Department):
the
Items
Laboratory equipment
Software purchase
Laboratory
consumables
Maintenance and
spares
Travel
Miscellaneous
expenses for academic
activities
Total
Bud
g
eted
in
CFY
Actual
expense
s in CFY
(till
)
Budget
ed in
CFYm1
Actual
Expen
s es
in
CFYm
1
Budg
e
ted
in
CFY
m 2
Actual
Expen
s es
in
CFYm
2
Budg
et ed
in
CFYm
3
Actual
Expens
es in
CFYm3

III.1.
Name of the
Cont
.
Programme UG in _
certificate
(List name
of theand transcript, and
abbreviation
programme.)
programme, as
it
appears on the
graduat
use esfor
d
the
III.2. Title of the Degree
(List name of the degree title, as it appears on the

graduates
certificate
and
transcript,
and
abbreviation used for the degree.)
III. 3. Name, designation, telephone number, and email address of the Programme coordinator for
the NBA:
Cont
.
III.4. History of
program
alon wit the
the accreditation, if me
g
h
NBA
any:
Program
Description
UG
Started with .................seats
in.............. in .............
Intake increased to .............
in .............
Intake increased to .............
in .............
Accredited in from
III.5.
Deficiencies,
weaknesses/concerns
.
previous accreditations:
III.6. Total number of students in the program:

Cont.
III.7. Minimum and maximum number of staff for the
current and three previous academic years (1st
July to 30th June) in the programme:
Items
Teaching
staff with the
program
Nonteaching
staff
CAY
CAYm1
CAYm2
CAYm3
Min. Max Min. Min. Max. Max. Min. Max.
.
III. Programme Specific

information
III.8. Summary of budget for the CFY and
Items
Cont
.
expenditure
(exclusively
for
the actual incurred in the CFYm1,

CFYm2 and CFYm3 this programme
in the department):
Bud Act
B Act
B Act
gete ual
d in ex
CFY pe
ns
es
in
CF
Y
(till
)
u
d
g
e
t
e
d
i
n
C
F
Y
m
1
u
al
E
x
p
e
n
s
e
s
in
C
F
Y
m
1
u
d
g
e
t
e
d
i
n
C
F
Y
m
2
u
a
l
E
x
p
e
n
s
e
s
i
n
C
F
Y
B
u
d
g
e
t
e
d
i
n
C
F
Y
m
3
Actual
Exp
ens
es
in
CFY
m3
PART B
1.
Vision, Mission and

Programme Educational
Objectives (100)
1.
1.
Mission
Vision
(5)
1.1. andState
the
Vision and Mission of the
1.
institute and department (1)
(List and articulate the vision and mission
statements institute of the and department)
1.1.
2.
Indicate how and where the Vision and

Mission arepublished 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)
1. Vision, Mission and Programme

Educational
Objectives
(100)
1.1.
3.
Cont
Mention the process for defining

Vision and Mission of the
(Articulate
the process (2)
involved in defining the vision
department
1.
2.
and
mission of the department from the vision and mission
of
the institute.)
Programme
Educational
1.2.
Objectives
Describe
(15) the Programme Educational
1
Objectives (PEOs) (2)
(List and articulate the programme educational
objectives of the programme under accreditation)
1.2.2 State how and where the PEOs are

.
published and disseminated (2)
(Describe in which media (e.g. websites, curricula books)
the PEOs are published and how these are disseminated
among stakeholders)

Educational
Objectives
(100)
Cont
1.2.3 .List the stakeholders of the programme

(1)
1.2.
4.
(List stakeholders of the programme under

consideration for accreditation and articulate
State
the process for establishing the PEOs (5)
their
relevance)
(Describe the process that periodically documents and
demonstrates that the PEOs are based on the needs of
the programmes various stakeholders. )
1.2.
5.
Establish consistency of the PEOs with the

Mission (5)
(Describe how the Programme Educational Objectives
are consistent with the Mission of the department.)

Educational
Objectives
(100)
1.
3.
Cont
Attainment of Programme Educational Objectives

(30)
1.3.1. Justify the contributions of the Programme

(15
Curriculum towards attainment of the
)
(Descr the broad curricular
PEOs
contribute
Educatio
nal
1.3.
i 2.
n
functions,
w orki
ng
ibe
com ponents that towards the

attainment of the Programme
Objectives)
Explain how administrative system

helps ensuring the attainment of
the (Describe
PEOs (15)
the committees and their
process and related
regulations.)

Educational
Objectives (100)
1.
4.
Cont
of
Assessm ent of the
Program m e
attainm ent 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,
other
processes
that are
/e2
0a
1s6ses
b) The frequency
with which
t4h/2e6sor
sment processes
relevant and appropriate to the programme;
are carried out

Educational
Objectives
(100)
2.
Cont
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.

Educational
Objectives
(100)
1.
5.
Cont
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)
(225)
2.
1.
Definition and
of
Outcomes
Validation Programme Course
and
Outcomes (30)
1.
List the Course Outcomes(COs) and
Programme Outcomes (POs) (2)
(List the course outcom es of the courses in
program m e
curriculum
and programme outcomes of the programme
under accreditation)
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)
(225)
3.
Cont
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.)
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.)
5.
Establish the correlation between the POs and the

PEOs (10)
(Explain how the defined POs of the program correlate with

the PEOs)
(225)
2.
2.
Cont
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
end
effectiveness of these methods for the attainment of the POs.
surveys.)
This may be
further justified using the indirect assessment
methods such as course-
(225)
3.
Cont
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. )
4.
Indicate the extent to which the laboratory and

project course work are contributing towards
attainment of the POs (10)
(Justify the balance between theory and practical for the
attainment of the POs . Justify how the various project
works (a sample of 20% best and average projects from
total projects) carried as part of the
programme curriculum contribute towards the attainment of
the POs.)
(225)
3.
1.
Cont
Assessment
of the attainment of the
Programme Outcomes (125)
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:
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;
(225)
Cont
2.3.1. Describe
and
used
assessment
assessingtools
the attainment ofprocesses
each PO (25) for
Describe the assessment process that periodically documents
and
demonstrates the degree to which the Programme
Outcomes are attained. Also include information on:
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.
(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
)
e
)
2.
4.
Summaries of the results of the evaluation

processes and an analysis illustrating the
extent to which each of the programme
outcomes are attained; and
How the results are documented and
maintained.
Use of assessment results towards
programme
improvement of the
(30)
(225)
Cont
4.Indicate results of assessment of each PO (100)

2.4.1.Indicate how resultsof assessment
used for
curricular
improvements (5)
(Articulate with rationale the curricular improvements
brought in after the review of the attainment of the POs)
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)
3.
State the process used for revising/redefining

the POs (15)
(Articulate with rationale how the results of the evaluation
of the
(125)
3.1. Curriculum
(20) 3.1.
Describe the Structure of the
1.
Curriculum (5)
Course Course
Total Number of contact hours Credit
Code
Title Lecture Tutorial Practical# Total s
(L)
(P)
Hours
(T)
..
..
Total
Seminars, project works may be considered as

practical
#
(125)
Cont
3.1.2. Give the Prerequisite flow chart of

courses
(Draw(5)
the schematic of the prerequisites of the courses
curriculum)
in
the
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)
(125)
3.2. State the components of the
curriculum
relevance to the POs and the PEOs
(15)
Course
Cont
and their
component
Programme
curriculum grouping
Curriculum
Total based
Total on POs s PEOs
different
number
Component
Mathematics
Science
Computing
Humanities
Professional core
Content
of contact
(% of
hours
total
number
of
credits of
the
programme
)
Number
of credits
(125)
3. State core engineering subjects and their
3.
3.
4.
3.
5.
Cont
relevance to Programme Outcomes including

(60)
how the core
design
engineering
experience
(Describe
curriculum
are complex
engineering
Industry
(10)
subjects
giving in
the the
learning
experience w ith
the
problems)
interaction/internship
program m e
(Give
the
details
of
industry such delivery
involvement in the as industry-attached of courses
laboratories and partial and internship
opportunities for
students)
3.5.1 State the process for designing the

Curriculum
Development
(15)
programme
curriculum
(5)
(Describe
the process that periodically
documents
and
demonstrates how the programme curriculum is evolved con
sidering the PEOs and the POs)
4/26/2016
106
(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

of
improvement
of and
courses
and curriculum)
for continuous
improvements
in courses
curriculum
and provide
the evidence
3.
6.
Course Syllabi (5)
(Include, in appendix, a syllabus for each course used.

S
yllabi should be consistent and shouldnt exceed two pages.)
format
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 ma4t/e2r6i/a2l016
107
4. Students Performance
(75)
Admission intake in the
programme
Item
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)
4/26/2016
CAY CAY
m1
CAY
m2
CA
Y
m3
108
(75)
Success Rate (20)
Cont
Provide data for the past seven batches

of students
Number of students
admitted in 1st
whohave
complete
successfully
year
d*
+ admitted via
1st
2nd 3rd
4th
lateral entry in
year
2nd year (N1 + year year
year
N2)
Year of entry (in Number of
reverse
Students
chronologic
al order
CAY
CAYm
1
CAYm
2
CAYm
3
CAYm4
(LYG)
CAYm5
(LYGm1)
109
Cont
(75)
Success rate = 20 mean of success index (SI) for
past three batches
SI
=
(Number of students
who
graduated
programme
from in the stipulated period of course
duration)
batc /(Number of students admitted in the first year of
hItem that and admitted in 2nd
via lateral LYGm2
entry)
LYG year LYGm1
(CAYm4)
(CAYm5)
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
SI
Success Average
index (SI)
= .............................................................
..... Success rate = 20 Average
S4/I2=6/2..0..1...6...........................
(CAYm6)
110
(75)
Cont
Academic Performance
(20)
API =
Academic performance index
= Mean of cumulative grade point average
(CGPA)
of all successful students on a 10point CGPA system
Or = (Mean of the percentage of marks of all
successful students)/10
Assessment = 2 API
Average Assessment for three
Years
4/26/20
16
111
(75)
4.2.
1.
Cont
Placement and Higher

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

where, x
placed
admitted for higher
studies with
valid
Number of students
y
qualifying scores/ranks,
and
=
N
Total number
Number=
students who were admitted
of
4/26/20
in
16 the batchincluding
of
112
lateral
entry
subject to
maximu
students
(75)
Item
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)
4/26/20
Average
assessment
Assessment
points
16
points =
Cont
LYG
LYG
m1
LYG
m2
113
(75)
Cont
Professional Activities
(15)
4.3. Professional societies / chapters
1.
and organising engineering
events (3)
4.3.
2.
(Instruction: The institution may provide data for past

three years).
Organisation of paper contests, design

contests, etc. and achievements (3)
(Instruction: The institution may provide data for past
three years).
4.3.3.
Publication of technical magazines,
newsletters, etc.
(3)
(Instruction: The institution may list the publications

mentioned earlier along with the nam4/2e6s/2o0f1t6he
editors, publishers, etc.)
114
(75)
Cont
Professional Activities
(15)
4.3. Entrepreneurship
initiatives,
4.
product
designs, and innovations
(3)
4.3
.5.
(Instruction: The institution may specify the

efforts and achievements.)
Publications and awards in inter-institute

events by students of the programme of
study (3) (Instruction: The institution may
provide a those
indicating
table publications, which fetched
awards to students in the events/conferences
organised by
other institutes. A tabulated list of all other student
4/26/20
publications may
be included in the appendix.)
16
115
(175)
List of Faculty Members: Exclusively for the
Programme
/ Shared
with
other
Programmes
Name
Qualification,
Designation
Distribution of
Number of
IPRs R&D and
of
the
faculty
memb
er
university, and
year of
graduation
and
date of
joining the
institution
teaching load (%)

1st Year UG
PG
4/26/20
16
research
publications
in journals
and
conferences
since joining
Holdin Intera
ct
consulta g an
ion
nc y
incub
work
at ion with
with
unit outsid
e
amount
world
116
(175)
Cont
5.1 Student-Teacher Ratio (STR)

(20)
STR is desired to be
Assessment
2015
15/STR;
or
subject
= maximum
superior
to
STR = (x + y +
assessment of
where,
z)/N1
= Number of20students in 2nd
th
x
year of programme
e
y
= Number of students in 3rd
th
year of programme
e
z
= Number of students in 4th
th
year of programme
e
N
= Total number of faculty
1
members in the programme (by
considering
fractional
117
load4/)26/2016
(175)
Year
Z x+y+
z
Cont
N1 STR Assessme
nt (max.
= 20)
CAYm2
CAYm
1
CAY
Average
assessment
4/26/20
16
118
(175)
Cont
For Item nos. 5. 2 to 5. 8, the denominator

term (N) is computed as follows:
N
Maximum {N1, N2}
=
Total number of faculty members in
N1
the programme
fractional
=
(considering the
load)
studenN2
teacher
of
Number
of ratio
faculty
positions
Yea
N1
N2
N=
Max. (N1,
t15.
needed for
r
N2)
CAYm
=
2
CAYm
1
CAY
4/26/20
16
119
(175)
Cont
5.
Faculty Cadre Ratio
2.Assessme
(20)
= 20 CRI
nt where,
CRI
where,
x
y
Year
CAYm2
CAYm1
CAY
= Cadre ratio index

= 2.25 (2x + y)/N; subject to max. CRI
= 1.0
= Number of professors in the
programme
= Number of associate professors in
y programme
N
CRIprogramme
Assessment
the
Average
4/26/20
assessment
16
120
(175)
Cont
5.
Faculty Qualifications
3.
(30) = 6 FQI
Assessme
nt
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
x
of
y facultyNmembers
FQI withAssessmen
B.E/B.Tech
t
CAYm2
CAYm1
CAY
4/26/20
16
Average
assessment
121
(175)
5.
4.
Cont
Faculty Qualifications (30)

Faculty Competencies correlation to Programme
Specific Criteria (15)
(Provide evidence that program curriculum satisfies the
applicable program m e
criteria
professional
ASME, IEEE and ACM. You
specified associations
by
thesuch as
appropriate
may
list
the programme specific criteria and the
Am erican
competencies
(specialisation,
research publication, course
developmentsto
faculty
etc.,) of correlate
the
program m especific
criteria and competencies)
5.
5.
Faculty as participants/resource
development/training
in faculty
activities (15)
persons
(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 one4w/2e6e/k20fa1c6ulty development programme
: 3 Points
122
(175)
Name of the faculty
Cont
max. 5 per faculty

CAYm
CAYm
CAY
2
1
Sum
N (Number of faculty
positions
required for an STR of 15)
Assessment = 3 Sum/N
4/26/20
16
Average
assessment
123
(175)
5.
6.
Cont
Faculty Retention
(15)
Assessment
3 RPI/N
where RPI
Retention point index
Points assigned to all faculty

members
4/26/20
16
124
Cont
(175)
where points assigned to a faculty member = 1 point
for each year of experience at the institute but not

exceeding
5.
Item
CAYm CAYm1 CAY
2
Number of faculty members with
experience of less than l year (x0)
Number of faculty members with 1 to 2
years
experience (x1)
years
experience (x2)
years
experience (x3)
years
experience (x4)
Number of faculty members with more
than 5
years experience (x5)
125
(175)
5.
7.
Cont
Faculty Research Publications (FRP) (20)

Assessment of FRP = 4 (Sum of the
research publication points scored by each
faculty member)/N
(Instruction: A faculty member scores maximum five
research publication points depending upon the quality
of the research papers and books published in
the
past three years.)
The research papers considered are those (i) which

can be located on Internet and/or are included in
hard-copy
volumes/proceedings, published by
reputed publishers, and
(ii) the faculty members affiliation, in the
4/26/20
published
16
126
papers/books, is of the current institution.
(175)
Cont
Include a list of all such publications and IPRs

along with details of DOI, publisher,
month/year, etc.
Name of the
FRP points (max. 5 per
faculty
faculty)
(contributing to
CAYm
CAYm1
CAY
FRP)
2
Sum
N (Number of faculty
positions required for
an STR of 15)
Assessment of FRP = 4
4/26/20
16
127
(175)
5.
8.
Cont
Faculty Intellectual Property Rights (FIPR)

(10)
Assessment of FIPR = 2 (Sum of the FIPR points scored
by each faculty member)/N
(Instruction: A faculty member scores maximum five FIPR
points
each
year??.
FIPR
includes
awarded
points
5 per
national/international patents, FIPR
design,
and (max.
copyrights.)
Name of faculty
member
(contributing to
FIPR)
faculty member)
CAYm CAYm1 CAY
2
.................
.................
.................
Sum
N
128
(175)
5.
9.
Cont
Funded R&D Projects and Consultancy

(FRDC) Work (20)
Assessment of R&D and consultancy projects
= 4 (Sum of FRDC by each faculty
member)//N (Instruction: A faculty member
scores maximum 5 points, depending upon
the amount.) A suggested scheme is given
below for a minimum amount of Rs. 1 lakh:
Five points for funding by national
agency, Four points for funding by
state agency,
Four points for funding by private
sector, and Two points
trust/societ
4/26/20 for funding by
the sponsoring 16
y.
129
(175)
Name of faculty
member
(contributing to
FPPC)
Cont
FPPC points (max. 5 per

faculty member)
CAYm CAYm1
CAY
2
......................
......................
Sum
N
Assessment of FRDC
Average
=4
4/26/20
16
assessment
Sum/N
130
(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&D4/26/20
/
consultancy projects and/or
development of semester-long
course / teaching modules.
16
131
(175)
Name of faculty
member
(contributing to FIP)
CAYm2
Cont
FIP points
CAYm CAY
1
...........................
...........................
Sum
N
Assessment of FIP = 2
Sum/N
Average
assessment
4/26/20
16
132

(75)
5.1
0.
Description of classrooms, faculty rooms,

seminar, and conference halls: (Entries in
the following table are sampler entries)
Room description Usage
No. of
Classrooms
Shared /
exclusive
Cap
a
city
Rooms equipped with

PC, Internet, Book
rack, meeting
space, etc.
Classroo
m
for
2nd
year
Tutorial rooms
No. of
Seminar
rooms
No. of Meeting
rooms
No. of Faculty
rooms (n)
133

(75)
Cont
..
6. Classrooms in the
1.6.1.Department
Adequate (20)
number of rooms for lectures
1.
(core/electives), seminars, tutorials,
etc., for the program (10)
6.1.
2.
6.1.
3.
(Instruction: Assessment based on the

information provided in the preceding
table.)
Teaching aids---multimedia projectors, etc. (5)

(Instruction: List the various teaching aids available)
Acoustics, classroom size, conditions of
chairs/benches, aircirculation, lighting, exits,
other
amenities/facilities
(Instruction:ambience,
Assessmentand
basedsuch
on the
information
provided in the
preceding(5)
table and the inspection thereof.)
4/26/20
16
134

(75)
6.
2.
Cont
..
Faculty Rooms in the

Department (15)
6.2. Availability of individual faculty rooms
1.
(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
(Instruction:
Assessment based on the information
amenities
provided
in the
/facilities
(5)preceding table)
4/26/20
16
135

(75) Usage of room for
6.2.
3.
Cont
..
counselling/discussion with students

(5)
(Instruction: Assessment based on the information
provided in the preceding table and the inspection
thereof.) table is required for the
following
The
subsequent criteria.
Laboratory
description
in
the
curriculum
Exclusiv
e
use /
shared
Space,
Number
of
number experime
of
nt
students s
4/26/20
16
Quality
of
instrum
en
ts
Laborator
y
manuals
136

(75)
6.3. Laboratories in the Department to
Cont
..
meet the Curriculum Requirements

and the POs (25)
6.3. Adequate, well-equipped laboratories to
1.
meet the curriculum requirements and
the POs (10) (Instruction: Assessment based
on the information provided in the
preceding table.)
6.3. Availability of computing facilities
2.
in the department (5)
(Instruction: Assessment based on the
information provided in the preceding
table.)
4/26/20
16
137

(75)
6.3.
3.
Cont
..
Availability of laboratories with technical

support within and beyond working hours (5)
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.)
4/26/20
16
138

(75)
6.
4.
Cont
..
Technical Manpower Support in the

Department (15)
Name of
the
technic
al staff
Designa
ti
on
(payscale)
Exclusive / Date
Qualification Other
of
At
Now technic
share
joining Joinin
d
al
g
work
skills
gained
4/26/20
16
Res
p
onsi
bilit
y
139

(75)
1.
Cont
..
Availability of adequate and qualified

technical supporting staff for programmespecific laboratories (10)
2.
Incentives, skill-upgrade, and professional

advancement (5)
4/26/20
16
140
7. Academic Support Units and

Teaching- Learning Process (75)
Students Admission
Admission intake (for information
Item
CAY CAYm1 CAYm2 CAYm3
only)
Sanctioned intake strength in
the
institute (N)
Number of students admitted on
merit
basis (N1)
Number of students admitted on
management quota/otherwise
(N2)
(Instruction:
intake of the students during the last three
Total
numberThe
of admitted
years
against
students
in
the sanctioned
capacity may be
the
+ N2)
rep4institute
o/r2t6e/2d0(N1
h16ere.)
141

TeachingLearning Process
(75)
Cont
.
Admission quality (for information only)

Divide the total admitted ranks (or
percentage marks) into five or a few more
Rank
range
meaningful
ranges CAY CAYm CAYm CAYm
1
More than 98
percentile
95--98 percentile
90--95 percentile
80--90 percentile
......................
(Instruction:
The admission quality of the students in terms of their
......................
ranks in the entrance examination may be presented here.)
Admitted without
Tabular data for estimating student-teacher ratio and faculty
rank
4/26/20
qualification for first
year common
courses
16
142

(75)
Cont
.
List of faculty members teaching first year

courses:
Name
Qualifi Desig
Date of Departme
of
faculty
memb
er
c
na
ation tion
joining
the
institutio
n
nt
with of Distribution
teaching
which
load (%)
associate
d
1st
UG PG
year
(Instruction: The institution may list here the faculty

members engaged in first year teaching along with
other relevant data.)
4/26/20
16
143

(75)
Cont
.
7.
1.
Academic Support Units

7.1.
(35)
Assessment of First Year Student
1.
Teacher (FYSTR) (10)
RatioData for first year courses to calculate
Yearthe FYSTR:
Number of
Number of
FYSTR
Assessment =
students
faculty
members
(approved
(considering
intake
fractional load)
(10
15)/ FYSTR (Max.
is
10)
strength)
CAYm2
CAYm1
CAY
Avera
144

(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
x
=
Number
faculty
with PhD
N ofand
z0 members
Z
y
=
ME/MTech/NETQualified/MPhil
z
=
BE/BTech/MSc/MCA/MA
N
=
Number of faculty members
needed
for FYSTR of 254/26/2016
145

(75)
Cont
.
7.1.2. Assessment of Faculty Qualification Teaching

Assessment of qualification = 3 (5x + 3y + 2z0)/N,

where x + y + z0
x
=
Number
faculty
with PhD
N ofand
z0 members
Z
y
=
ME/MTech/NETQualified/MPhil
z
=
BE/BTech/MSc/MCA/MA
N
Number of faculty members

needed for FYSTR of 254/26/2016
146

(75)
Year
Cont
.
N Assessment of
faculty
qualification
CAYm2
CAYm1
CAY
Average assessment
of
faculty qualification
4/26/20
16
147

(75)
Cont
.
7.1.
3.
Basic science/engineering
(adequacy
laboratories of space, number of
quality
students per
batch,
and
availability of measuring
laborator
instruments,
manuals,
list
Laborator
Space,
Softwar
Type
of ofQuality of y Laborato
y
experiments)
number
e(8)
used experim instrumen ry
descripti
on
of
students
en ts
ts
manuals
(Instruction:
The institutionneeds to mentionthe details for the
basic
science/engineering laboratories for the first year courses. The
descriptors as listed here are
suggestive in nature.)
4/26/20
16
148

Learning Process
Teaching(75)
7.1.4. Language laboratory
Softwar Type of
Languag Space,
e(2)
number
laborato of
ry
students
e used
Quality of
experime instrumen
nts
ts
Cont
.
Guidanc
e
(Instruction: The institution may provide the details of the language

laboratory. The descriptors as listed here are not exhaustive).
4/26/20
16
149

Learning Process
Teaching(75)
7.
2.
Cont
.
Teaching Learning
Process(40)
7.2. Tutorial classes to address student
1.
questions: size of tutorial
subject given in classes,
thehours
timetable
per
Provisio of (5)
tutorial classes in
n
timetable:
YES/NO
Tutorial classes taken by faculty /
teaching assistants / senior
students /
others...................
Number of tutorial classes per subject per
week:
150
Number of stud4/2e6n/2t0s16per tutorial class:

Learning Process
Teaching(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).
4/26/20
16
151

Learning Process
Teaching(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).
4/26/20
16
152

(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:
4/26/20
(Instruction: Here the institution

may report the details of
16
the mentoring system that has been developed for the153
students for various purposes and also state the efficacy of

Learning Process
Teaching(75)
Cont
.
7.2.3. Feedback analysis and reward /

corrective measures taken, if any (5)
to
Feedback collected for all courses: YES/NO Specify the

feedback
collection
:
process
studen participating:Specify the
Percentage
ts
feedback
Basis
if any:
of of reward / corrective measures,
:
Number
analysis of corrective actions taken in the last
three
years:
process
feedbac
questionnaire.
It needs
in
fy needs
that the
mechanism
k
it has
(Instruction:
The into
stitjuutsito
to feedback
design an
developed
e
ffective really helps in evaluating teaching and finally contributing
the quality of
4/26/20
teaching).
16
154

Learning Process (75)
Teaching4.
Cont
.
Scope for self-learning (5)

(Instruction: The institution needs to specify the scope for selflearning
/ learning beyond syllabus and creation of facilities for selflearning / learning beyond syllabus.)
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.)
6.
Career Guidance, Training,

Placement, and Entrepreneurship
industry
Cell
(5)interaction for training /internship
/placement, Entrepreneurship cell and
(Instruction:
may
specify
the
in4c/u26b/a2t0The
i1o6ninstitution
facility and
impact
of such
facility
and management
systems)
to facilitate career guidance including
155

(75)
7.2.
7.
7.2.
8.
Cont
.
Co-curricular and Extra-curricular Activities

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

sports instructors (5)
(Instruction: The institution may specify the facilities
available and their usage in brief)
4/26/20
16
156
8. Governance, Institutional Support

and Financial Resources (75)
8.1. Campus Infrastructure and
Facility
8.1.(10) Maintenance of academic
1.
infrastructure and facilities (4)
(Instruction: Specify distinct
features) Hostel (boys and
8.1.
girls),
2.
transportation
No. of rooms
No. (2)
of students
facility,Hostels
and canteen
Assistance
accommodated
Hostel for
Boys:
Hostel for
Girls:
4/26/20
16
157

Cont
.
8.1.3. Electricity, power backup, telecom

facility, drinking water, and security
(4)
(Instruction: Specify the details of installed capacity,
quality, availability, etc.)
GoverningGovernance,
body, administrative
setup, and
8.2. 8.2.
Organisation,
and
1.
functions
Transparency
(10) 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 fewtaken
sample
minutes
the
meetings
and action
reports
s4h2of
/o6u2
/ld10b6
e annexed.)
158

8.2.
1.
8.2.
2.
Cont
.
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.)
Defined rules, procedures, recruitment, and

promotional policies, etc. (2)
year
of publications;
state the
of
among
(Instruction:
List theand
published
rulextent
es, poli
ciesawareness
, and
the
employees/students. Also comment on its availability
procedures;
4/26/20
on Internet,
16
159
etc.)

8.2.
3.
8.2.
4.
Cont
.
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, staffunion, if any.)
Transparency and availability of

correct
unambiguous information
(3)
4/26/20
(Instruction: Availability16and dissemination of information 160

through the Internet. Information provisioning in
accordance with the Right to Information Act, 2005).

8.
3.
Cont
.
Budget
Utilisatio and
Allocation,
n,
Public
Accounting (10)
Summary of current financial years
budget and the actual expenditure
incurred
(exclusively
for
the
institution) for three
previous
financial years.
4/26/20
16
161

Item
Cont
.
Budge Expens Expense Expenses
te
e
s
in
s in
d
in
CFYm2
CFY
CFYm1
in
(till )
CF
Y
Infrastructural built-up
Library
Laboratory
consumables
Teaching
and nonTotal
teaching
(Instruction: The preceding list of items is not exhaustive. One
staffadd
salary
4/26/20
may
other if
relevant
items
16
R&D
applicable.)
Travel
162

8.3.
1.
8.3.
2.
Adequacy of budget
allocation (4)
Utilisation of allocated funds (5)
8.3.
3.
Availability of the audited statements

the institutes website (1)
(Instruction: Here the institution needs

to state budget was utilised during the
last three years.)
how
Cont
.
th
e
on
(Instruction: Here the institution needs to state whether

the audited statements are available on its website.)
4/26/20
16
163

Cont
.
8.
Programme Specific Budget Allocation,
Summary
of budget for
the CFY and the actual expenditure
4.
Utilisation
(10)
incurred in the CFYm1 and CFYm2 (exclusively for this
programme
in the department):
Budget
Actual
Budget Actual Budgete
Items
e
d in
CFY
e
d in
d
expenses
Expense
in
in
s
CFYm2
CFY
CFYm1
in
CFYm1
(till )
Actual
Expense
s
in
CFYm2
Software purchase
R&D
Laboratory consumables
Maintenance and spares
Travel
164

8.4.
1.
Adequacy of budget allocation (5)
8.4.
2.
Cont
.
(Instruction: Here the institution needs to justify

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

the budget was utilised during the last three
years.)
4/26/20
16
165

Cont
.
8.5. Library
(20)
8.5. Library space and ambience, timings and
1.
usage, availability of a qualified librarian
and other staff, library automation, online
access, networking, etc. (5)
(Instruction: Provide information on the following
items.).
4/26/20
16
166

Carpet area of library (in m2) Reading
Cont
.
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,
4/26/20
membership
indexing, issue/return records
Bar coding used
16
Archives
Library services on Internet/Intranet INDEST
similar
or other167

Cont
.
8.5.2. Titles and volumes per

title Number
(4)
of titles
......................
Number of
.............
volumes
......................
Number of Number
of
Number of
...........
new titles new editions
added
added
new
volumes
added
CFYm2
CFYm1
CFY
4/26/20
16
168

8.5.3. Scholarly journal
subscriptionDetails
(3)
Science
Engg. and Tech.
Pharmacy
Architecture
As soft
copy
As hard
copy
As soft
copy
As hard
copy
As soft
copy
As hard
copy
As soft
copy
As hard
copy
CFY
4/26/20
16
Cont
.
CFYm1 CFYm2 CFYm3
169

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:
4/26/20
16
170

8.5.
4.
Library expenditure on books,
Cont
.
magazines / journals, and
(5)
Year miscellaneous contents
Expenditures
Book Magazine/jou Magazine/jouMisc.
rn
r
als (for hard nals (for soft Contents
copy
copy
subscription) subscription)
CFYm
2
CFYm
1
CFY
4/26/20
16
Commen
ts
171

8.6.
Internet (5)
Name of the Internet provider: Available
bandwidth: Access speed:
Availability of Internet in an
exclusive lab: Availability in most
computing labs: Availability in
departments and other units:
Availability in faculty rooms:
Institutes own e-mail facility to
faculty/students: Security/privacy to email/Internet users:
(Instruction: The institute may4/26/20

report the availability of
Internet in the
16
campus and its quality of service.)
Cont
.
172

Cont
.
8.7. Safety Norms and

Checks (5)
8.7.
Checks for wiring and electrical
1.leakage
installations
and
for
earthing (1)
8.7.
Fire-fighting measurements: Effective
2.
safety arrangements with emergency /
and
ventilation/exhausts
multiple exits in auditoriums
and large classrooms/laboratories, firefighting equipment
and training, availability of water, and such
other facilities (1)4/26/20
16
173

Cont
.
8.7.3. Safety of civil

structure (1)
8.7. Handling of hazardous chemicals and
4.
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.)
4/26/20
16
174

8.
8.
Cont
.
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.)
4/26/20
16
175
(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))
4/26/20
16
176
(75)
9.1. Improvement in Success Index of
Cont
.
Students (5)
From
Items 4. 1
LYG
LYGm1
LYGm2
Assessment
Success
index
9.
Improvement in Academic Performance
2.
Index of Students (5)
From 4.
2
Items
API
LYG
LYGm1
4/26/20
16
LYGm2
Assessme
nt
177
(75)
9.3. Improvement in Student-Teacher
Cont
.
Ratio (5)
From
Items 5. 1
CAY
CAYm1 CAYm2
Assessme
nt
STR
9.
Enhancement of Faculty Qualification
4.
Index (5)
From 5.
3
Items
FQI
LYG
LYGm1
4/26/20
16
LYGm2 Assessmen
t
178
(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 Assessmen
t
FRP
FPPC
4/26/20
16
179
9.6.
(75)Continuing Education (10)
Cont
.
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
descriptio contributory
n
institute/
Develope Duratio Resource Target

d/
n
organized
persons audienc
e
by
industry
..............
.
..............
....
4/26/20
16
Assessmen
t=
Usage
and
citation
,
etc.
180
(75)New Facility Created (15)
9.7.
Cont
.
Specify
new facilitiescreated
las three
during
for
strengthening
the the curriculum and/ort
years
POs:
meeting the
an
9.8 otherwise,
Overall Improvements
since the commencement
since
of the
y,
last programme
accreditation,
if
(20)
Specify the
Improvement Contributed
List the
Comment
Specify the
overall
improvement:
by
PO(s),
s,
strength
brought
in
which are
strengthen
ed
s/
weaknes
s
CAY
if any
CAYm1
CAYm2
.........
..
4/26/20
16
181
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 curren
the academic year ( ) and the current financial t
year (
) behalf of the institution.
o
n
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
4/26/20SAR whether the institution
on the basis of the submitted
16
182
should be
considered for an accreditation visit.
If the information provided in the SAR is found to be wrong during

the visit or subsequent to grant of accreditation, the NBA has right
to withdraw the grant of accreditation and no accreditation will be
allowed for a period of next two years or more and the fee will be
forfeited.
I undertake that the institution shall co-operate the visiting
accreditation team, shall provide all desired information during the
visit and arrange for the meeting as required for accreditation as
per the NBAs provision.
I undertake that, the institution is well aware about the provisions
in the NBAs accreditation manual concerned for this application,
rules, regulations and notifications in force as on date and the
institute shall fully abide to them.
Plac
Signature, Name, and
e:
Designation of the
Dat
e:
Head of the Institution with

seal
4/26/20
16
183
Guidelines for
Evaluators
Functions of Evaluators
study the SAR provided by the institution/university, and identify
areas where additional information is required and issues th
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
0
I
Activities
Duration
Meeting among team members
45 minutes
Discuss the schedule and plan of activities
15 minutes
Meeting with Management Representative,

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

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

Head of the Institute, Head of the Department
30 minutes
Interaction with stakeholders: alumni, parents, employers
1 hour 30 minutes
Preparation of the evaluators report
30 minutes
Conduct of exit meeting
1 hour
Submission of the evaluators online report to the NBA before departure
1 hour
SAMPLE QUESTIONS
TO THE HEAD OF INSTITUTION
How is equitable distribution of funds to departments
ensured?
How does research activity have linkages and benefits to

undergraduate programme?
Are research scholars and PG students used in tutorials and
laboratory demonstration?
Do they receive any
training?
What are faculty workloads like?
How do you balance the work
load between teaching and research?
What are the strategic directions for engineering?
In
which direction is engineering headed at your institution?
Is the level of industry input to programme design andtargeted
graduate outcomes adequate?
TO THE DEAN / HEAD OF DEPARTMENT / PROGRAMME COORDINATORS

How are academic faculty involved in the programme design?
What is the level of faculty development adapted to improve quality of
teaching?
How many are involved?
How 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?

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?

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?
design embedded into the programme?
How are the issues of engineering ethics, sustainability and the
environment covered throughout the programme?
technologies?
Are the students exposed to issues related to globalisation and
changing
How is

Cont.....
What proportion of final year projects are industry based? How are they
supervised and managed?
What proportion of final year projects is research-oriented?
Is the course material made available to students?
Where do students perform their assignment work? Are separate
working spaces for group work available
What are the modern tools used for teaching?
Are students able to learn better from power point presentations?
How much exposure is to local industry practice such as guest
presentations, teaching by visiting faculty, site visits, industry problem
solving, case studies, and industry projects occurring? Are these
prescribed as part of the overall educational design, or simply
events
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?

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
to close the loop, on delivery of targeted graduate outcomes?
tracked

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?

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?
senior project work?
Is there any
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
professional
capabilities development?
there measures
of
personal
and
Are personal development and
your such
as
performancemanagement, communication and
team-work,
leadership,
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
is laboratory learning? Are experiments prescriptive or
effective open
ended?
What has been the nature of project-based learning activity in the programme?
Have you been confronted with multi-disciplinary, open-ended,
complex
projects? Has it been necessary to consider factors such as social,
environmental, safe practices and ethical matters?
Have you been involved in any team based learning activities yet? Have you
become a good team player and/or team leader? Are you assessed for your
team performance?
What input do you have to the quality system, through surveys, input to the
processes of educational design and continuous improvement? Is your feedback
effective? Does it bring about change? Do you hear about improvement made?
What skills are you expected to acquire at the time of graduation?
Comment on attainment of program educational objectives.
TO STUDENTS
Cont.
To what extent does the program provide for your personal and professional
capabilities development? Are there measures of your personal development
and performance such as team-work, leadership, management,
communication and presentation skills, self learning capacity etc? Are these
systematically addressed in subjects studied?
Are you acquiring the expected / required skills?
Are the faculty members competent in the subjects they teach?
Are faculty members available and helpful to you at times convenient to you?
Why did you choose this institution/department / programme?
Are the laboratory equipment/tools/accessories well-maintained?
How good is the hands-on experience?
Do you plan to continue your education after graduation? Where? When?
Do you plan to accept a job after graduation? Where? When?
TO STUDENTS
Cont.
What type of job can you get as a graduate of this programme? At what
salary?
What is your overall view of the programme?
Would you recommend it to a friend?
Are you providing feedback as part of a quality/programme improvement
mechanism?
Evaluation Guidelines
Criterion 1: Vision, Mission and Programme Educational Objectives (100)
Minimum qualifying points: 60
Ite
m
no.
1.1
Item
descript
ion
Mission and
Vision
Points
5
Evaluation guidelines/ award of marks

Listing and articulation of the vision and mission
statements of the institute and department (1)
Description of media (e.g. websites, curricula
books) in which the vision and mission are
published and how these are disseminated among
stakeholders (2)
Articulation of the process involved in defining
the vision and mission of the department from
the vision and mission of the institute (2)
Cont..
Ite
m
no.
Item
descript
ion
Points
1.2
Programme
Educational
Objectives
15
Listing and articulation of the program educational

objectives of the programme under accreditation (2)
Description of media (e.g. websites, curricula
books) in which the PEOs are published and how
these are disseminated among stakeholders (2)
Listing of stakeholders of the programme under
consideration for accreditation and articulation of
their relevance (1)
Description of the process that documents and
demonstrates periodically that the PEOs are
based on the needs of the programmes
stakeholders (5)
Description as to how the Programme
Educational
Objectives are consistent with the Mission of the
department (5)
Cont..
Ite
m
no.
1.3
1.4
Item
descript
ion
Attainment of
Programme
Educational
Objectives
Assessment of
attainment of
Programme
Educational
Objectives
Points
30
40

Description of the broad curricular components that contribute towards
the attainment of the Programme Educational Objectives (15)
Description of the committees and their functions, working processes
and related regulations (15)
Description of the assessment process that
documents and
demonstrates
periodically the degree to which the
Programme Educational Objectives are attained (10)
Information
on:
(a) listing and description of the
assessment processes used to
gather the
data upon
which
the evaluation of each programme educational
objective is based.
Examples of data collection processes may
include, but are
not limited to, employer surveys, graduate
surveys, focus groups,
industrial advisory committee
meetings, or other
processes
that
are relevant and
appropriate to the
programme; (b) The frequency with which
these assessment
processes are carried out (15)
Details of evidence that the PEO have been achieved: (a)
The
expected level of attainment for each of the programme
educational objectives; (b) Summaries of the results of the evaluation
processes
and an analysis illustrating the extent to which each of the programme
educational objectives has been attained; and (c) How the results are
documented and maintained (15)
Cont..
Ite
m
no.
1.5
Item description
Points
Evaluation guidelines/ award

of marks
Indicate how results of

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

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

Ite
m
no.
2.1
Item
descript
ion
Definition and
Validation of
Course
Outcomes and
Programme
Outcomes
Points
Evaluation guidelines
30
Listing
of the course outcomes of the
courses
in programme curriculum and programme
outcomes of the programme under accreditation (2)
Description of media (e.g. websites, curricula books) in
which the POs are published and how these are
disseminated among stakeholders (3)
Description
of the process that documents
and demonstrates periodically that the POs are
defined in alignment with the graduate attributes
prescribed
by the NBA (5)
Details as to how the POs defined for the programme are
aligned with the Graduate Attributes of the NBA as
articulated in the accreditation manual (10)
Correlation of the defined POs of the programme

the PEOs (10)
with

Cont..
Ite
m
no.
2.2
Item
descript
ion
Attainment of
Programme
Outcomes
Points
40
Correlation between the course outcomes and the
programme outcomes. The strength of the correlation is to
be indicated. (10)
Description of the different course delivery methods/
modes (e.g. lecture interspersed with discussion,
asynchronous mode of interaction, group discussion,
project etc.) used to deliver the courses and justify the
effectiveness of these methods for the attainment of the
POs. This may be further justified using the indirect
assessment methods such as course-end surveys. (10)
Description of different types of course assessment and
evaluation methods (both direct and indirect) in practice
and their relevance towards the attainment of the POs. (10)
Justification of the balance between theory and practical for
the attainment of the PEOs and
the POs. Justify how
the various project works (a sample of 20% best and
average
projects from total projects) carried as part of the
programme curriculum contribute towards the attainment
of the POs. (10)

Cont..
Ite
m
no.
2.3
Item
descript
ion
Assessment of
attainment of
Programme
Outcomes
Points
125
Description of the assessment processes that documents
and demonstrates periodically the degree to which the
Programme Outcomes are being attained. (25)
Information on: (a) listing and description of the
assessment processes used to gather the data upon which
the evaluation of each the programme educational
objective is based. Examples of data collection processes
may include, but are not limited to, specific exam
questions, student
portfolios, internally developed
assessment exams,
senior project presentations,
nationally-normed exams, oral exams, focus groups,
industrial advisory committee and (b) the frequency with
which these assessment processes are carried out (50)
Information on: (a)The expected level of attainment for
each of the programme outcomes; (b) Summaries of the
results of the evaluation processes and an analysis
illustrating the extent to which each of the programme

outcomes are attained; and (c) How the results are
documented and maintained (50)

Cont..
Ite
m
no.
2.4
Item
descript
ion
Use of
assessment
results towards
improvement
of the
programme
Points
30
Articulation with rationale the curricular

improvements brought in after the review of
the attainment of the POs (5)
Articulation with rationale the curricular
delivery and assessment improvements
brought in after the review of the attainment
of
the POs (10)
Articulation with rationale how the results of
the evaluation of the POs have been used to
review/redefine the POs in line with the
Graduate Attributes of the NBA (15)
Criterion 3: Programme Curriculum (125)

Ite
m
no.
3.1
Item description Points

Curriculum
20
Structure of the curriculum (5)

Drawing of the schematic of the prerequisites of the
courses in the curriculum (5)
Evidence that programme curriculum satisfies the

applicable program criteria specified by the
appropriate American professional associations
such as ASME, IEEE and ACM (10)
3.2
Curriculum
components and
15
relevance to the
Detailing of programme curriculum grouping based

on different components and their relevance to
programme outcomes (15)
Pos and the PEOs

3.3
Core engineering
courses and their
relevance to
60
Core engineering subjects and their relevance to

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

Ite
m
no.
3.4
Item description
Points
Industry
interaction/internship
10
3.5
Curriculum
Development
15
3.6
Course Syllabi
Cont ..
Details of industrys involvement in the
programme such as industry-attached
laboratories and partial delivery of courses and
internship opportunities for students (10)
Description of the process that periodically
documents and demonstrates periodically how the
programme curriculum is evolved considering
the PEOs and the POs (5)
Details of the process involved in identifying the
requirement
for improvements in courses
and curriculum and provide the evidence of
continuous
improvement of courses
and curriculum (10)
Syllabus for each course and also provide the
details of the syllabi format (5)
Criterion 4: Students Performance in the Programme (75)

Ite
m
no.
4.1
Item
descript
ion
Success rate
Points
20
Success rate = 20 Mean of success index (SI)

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

Cont..
Item no.
Item
descript
ion
Points
4.3
Placement and
higher studies
20
4.4
Professional
activities
15
Assessment = 20 (x +
1.25y)/N where, x = No. of
students placed,
y = No. of students admitted for the
higher studies,
N = No. of students admitted in the first year and
students admitted via lateral entry in that batch subject
to max. assessment points = 20
Percentage of students to be considered based
on first year and lateral entry.
Assessment: 3 points for each item
Professional societies / chapters and organising
engineering events (3)
Organisation of paper contests, design contests, etc.,
and their achievements (3)
Publication of technical magazines, newsletters,
etc. (3)
Entrepreneurship initiatives, product designs,
innovations (3)
Publications and awards in inter-institute
events.(3)
Criterion 5: Faculty Contributions (175)

Ite
m
no.
5.1
5.2
Item
Points
descript
ion
Student20
Assessment = 20 15/STR; subject to max.
teacher
assessment at 20where, STR = (x + y + z)/N1
ratio
x = No. of students in 2nd year of the programme
y = No. of students in 3rd year of the programme
z = No. of students in 4th year of the programme
N1 = Total no. of faculty members in the programme
(considering the fractional load)
Faculty
20
Assessment = 20 CRI
cadre ratio
Cadre ratio index (CRI) = 2.25 (2x + y)/N; based
on 1:2:6 subject to max. CRI = 1.0
x = No. of professors in the programme
y = No. of associate professors in the programme

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

applicable programme criteria specified by the
appropriate American professional associations
such as ASME, IEEE and ACM
Listing of the programme specific criteria and the
competencies (specialisation, research
publications, course developments etc. of faculty
to correlate the programme specific criteria and
competencies)

Cont
Ite
m
no.
5.5
Faculty as
15
participants/resour
ce persons in
faculty
development/train
ing activities
Participant/resource person in two week faculty

development programme. (5)
Participant/resource person in one week faculty
development programme (3)
Assessment = 3 x SUM / N
5.6
Faculty retention
Assessment = 4 RPI/N
Retention point index (RPI) = Sum of the retention
points to all faculty members
One retention point for each year of experience at
the institution, subject to maximum five points to
a faculty member.
15

Cont..
Item no.
5.7
Item
descript
ion
Faculty
research
publications
Points
20
Faculty points in research publications (FRP)
Assessment of FRP = 4 (Sum of the research
publication points scored by each faculty member)/N
research publication points, each year, depending upon
the quality of the research papers published in the
past three years.)
The research papers considered are those (i) which can
be located on internet and/or are included in hardcopy volumes/ proceedings, published by well-known
publishers, and (ii) the faculty members affiliation, in
the published paper, is of the current institution.
5.8
Faculty
intellectual
property
rights
10
Faculty points in IPR (FIPR)

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

Cont..
Item no.
5.9
5.10
Item
Points
descript
ion
Funded
20
Faculty Points in R&D and consultancy work (FRDC)
R&D
Assessment of R&D and consultancy projects
Projects and
= 4 (Sum of FRDC by each faculty member)/N
Instruction: A faculty member gets maximum five
consultancy
points, each year, depending upon the amount of the
(FRDC)
funds and/or the contributions made. A suggestive
work
scheme is given below for a minimum amount of Rs.
1.0 lakh:
Five points for funding by national
agency Four points for funding by state
agency Four points for funding by private
sector
Two points for funding by the
sponsoring trust/society
Faculty
10
Faculty interaction points (FIP) assessment
interaction
= 2 (Sum of FIP by each faculty member)/N
with outside
world
Criterion 6: Facilities and Technical Support (75)

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

lectures (core/electives), seminars,
tutorials, etc., for the programme (10)
Teaching aids---multimedia
projectors, etc. (5)
Acoustics, classroom size, conditions
of chairs/benches, air circulation,
lighting, exits, ambience, and such other
amenities/facilities (5)
Faculty rooms in
the department
15
Availability of individual faculty

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

Ite
m
no.
6.3
6.4
Cont..
Item description
Points
Laboratories in the
department to meet
the curricular
requirements and the
POs
25
Adequate well-equipped laboratories to run

all the programme-specific curriculum (10)
Availability of computing facilities for the
department exclusively (5)
Availability of laboratories with technical
support within and beyond working hours (5)
Equipments to run experiments and their
maintenance, number of students per
experimental setup, size of the laboratories,
overall ambience, etc. (5)
Technical manpower
15
Availability of adequate and qualified
support
technical supporting staff for programspecific laboratories (10)

Incentives, skill-upgrade, and professional
advancement (5)
Criterion 7: Academic Support Units and TeachingLearning Process (75)

Minimum qualifying points:45
Ite
m
no.
7.1
Item
Points
descript
ion
Assessment of First Year Student Teacher Ratio
Academic
35
Support Units
(FYSTR) (10)
Assessment of Faculty Qualification Teaching
Adequacy of space, number of students per batch,
quality and availability of measuring instruments,
laboratory manuals, list of experiments Basic
science and Engineering Laboratory (8)
Adequacy of space, number of students per batch,
software types and quality of instruments Language laboratory (2)
Criterion 7: Academic Support Units and Teaching-Learning Process (75)

Cont..
Ite
m
no.
7.2
Item
descript
ion
Teaching
Learning
Process
Points
40
Tutorial classes to address student questions: size

of tutorial classes, hours per subject in timetable
(5)
Mentoring system to help at individual levels (5)
Feedback analysis and reward / corrective
measures taken, if any (5)
Scope for self-learning (5)
Generation of self-learning facilities, and
availability of materials for learning beyond
syllabus (5)
Career Guidance, Training, Placement, and
Entrepreneurship Cell (5)
Co-curricular and extra-curricular activities (5)
Sports
grounds, facilities, and qualified
sports
instructors (5)
Criterion 8: Governance, Institutional Support and

Financial Resources (75)
Ite
m
no.
8.1
8.2
Campus
infrastructure and
facility
10
Maintenance of academic infrastructure and facilities

(4)
Hostel (boys and girls), transportation facility and
canteen (2)
Electricity, power backup, telecom facility, drinking
water, and security (4)
Organisation,
governance, and
transparency
10
Governing body, administrative setup, and functio of

various bodies (2)
Defined rules, procedures, recruitment, and
promotional policies, etc. (2)
Decentralisation in working and grievance redressal
system (3)
Transparency and availability of
correct/
unambiguous information (3)
Criterion 8: Governance, Institutional Support and Financial Resources (75)

Cont..
Item no. Item description Points
8.3
Budget allocation,
10
utilisation, and
Availability of detailed audited statements of all the
public accounting
receipts and expenditures publicly (1)

8.4
Programme Specific
Budget Allocation,
10

20
Library space and ambience, timings and usage,

availability of a qualified librarian and other staff,
Utilisation
8.5
Library
library automation, online access, and networking (5)

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

magazines/journals, and miscellaneous contents (5)
Criterion 8: Governance, Institutional Support and Financial Resources (75)

Cont..
8.6
Internet
05
Sufficient and effective internet access facility

with security and privacy (5)
8.7
Safety norms
and Checks
05
Checks for wiring and electrical installations for

leakage and earthing (1)
Fire-fighting measurements: Effective safety
arrangements with emergency/multiple exits and
ventilation/exhausts in auditoriums and large
classrooms/labs, fire-fighting equipments and
training, availability of water and such other
facilities (1)
Safety of civil tructures/buildings/catwalks/hostels,
etc. (1)
Handling of hazardous chemicals and such other
hazards (2)
8.8
Counselling and
emergency
05
Availability of counselling facility

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

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

Ite
m
no.
9.5
Item description
Points
Cont..
Improvement in faculty
research publication,
R&D, and consultancy
10
Points must be awarded in proportion to

the combined average improvement in
computed FRP (in 5.7) and FRDC (5.9)
over three years.
9.6
Continuing education
10
Points must be awarded in proportion to

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

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

Name and address of the
institution: Name of the affiliating
university: Dates of the
accreditation visit:
Name, designation, and affiliation of programme evaluator
1:
Name, designation, and affiliation of programme
evaluator 2:
Name, designation, and affiliation of team
chairperson:
Signatures
(Programme Evaluator1)
(Programme Evaluator 2)
(Team Chairperson)
Criterion 1: Vision, Mission and Programme Educational Objectives

Ite
m
no.
Item description
Max.
poin
ts
5
1.1
Mission and Vision
1.2
Programme Educational Objectives
15
1.3
Attainment of Programme Educational

Objectives
Assessment of attainment of
Programme Educational Objectives
Indicate how results of assessment of
achievement of PEOs have been
used for redefining PEOs
Total
30
1.4
1.5
40
10
100
Points
awarde
d
Remarks
Criterion - 2: Programme Outcomes

Item no.
Item description
Max.
poin
ts
30
2.1
Definition and Validation of Course

Outcomes and Programme Outcomes
2.2
Attainment of Programme Outcomes
40
2.3
Assessment of attainment of
Programme Outcomes
125
2.4
Use of assessment results towards

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

Ite
m
no.
Item description
Max.
3.1
Curriculum
poin
ts
20
3.2
15
3.4
Curriculum components and relevance

to programme outcomes
Core engineering courses and their
relevance
to
Programme
Outcomes
including design
experience
Industry interaction/internship
3.5
Curriculum Development
15
3.6
Course Syllabi
3.3
Total
Points
awarde
d
Remarks
60
10
125
Findings:
Signature
Criterion - 4: Students Performance in the Programme

Ite
m
no.
Item description
4.1
4.2
4.3
Success rate
Academic performance
Placement and higher
studies
Professional activities
Total
4.4
Max.
poin
ts
20
20
20
Points
awarde
d
Remarks
15
75
Findings:
Signature
Criterion 5: Faculty Contributions

Item description
Max.
Ite
m
no.
poin
ts
20
5.1
Student-teacher ratio
5.2
Faculty cadre ratio
20
5.3
Faculty qualifications
30
5.4
15
5.6
Faculty competencies correlation to

Programme Specific Criteria
Faculty as participants/resource persons
in faculty development/training activites
Faculty retention
5.7
Faculty research publications
20
5.8
Faculty intellectual property rights
10
5.9
Faculty R&D and consultancy work
20
5.10
Faculty interaction with outside world
10
5.5
Findings:
Total
Points
awarde
d
Remarks
15
15
175
Signature
Criterion 6: Facilities and Technical Support

Ite
m
no.
Item description
Max.
poin
ts
20
6.1
Classrooms
6.2
Faculty rooms
15
6.3
Laboratories including
computing facility
Technical manpower support
25
6.4
Total
Points
awarde
d
Remarks
15
75
Findings:
Signature
Criterion 7: Academic Support Units and Teaching-Learning Process

Ite
m
no.
Item description
7.1
7.2
Academic Support Units

Teaching Learning
Process
Total
Max.
poin
ts
35
40
Points
awarde
d
Remarks
75
Findings:
Signature
Criterion 8: Governance, Institutional Support and Financial Resources

Ite
m
no.
Item description
Max.
poin
ts
10
8.1
Campus Infrastructure and Facility
8.2
10
8.5
Organisation, Governance, and

Transparency
Budget Allocation, Utilisation, and Public
Accounting
Programme Specific Budget Allocation,
Utilisation
Library
8.6
Internet
8.7
Safety Norms and Checks
8.8
Counselling and Emergency Medical Care

and First-aid
Total
8.3
8.4
Points
awarde
d
Remarks
10
10
20
75
Findings:
Signature
Criterion 9: Continuous Improvement

Ite
m
no.
Item description
Max.
poin
ts
5
9.1
Improvement in Success Index of Students
9.2
9.3
Improvement in Academic Performance Index of

Students
Improvement in Student-Teacher Ratio
9.4
Enhancement of Faculty Qualification Index
9.5
10
9.6
Improvement in Faculty Research Publications,

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

any, otherwise, since the commencement of the
programme
Total
20
Points
awarde
d
Remarks
10
75
Findings:
Signature
Experts Report on the Strengths, Weaknesses, and Deficiencies, if any.

Strengths:...........................................................................................................
...
...........................................................................................................................
...
...........................................................................................................................
...
...........................................................................................................................
...
...........................................................................................................................
...
...........................................................................................................................
...
...........................................................................................................................
...
...........................................................................................................................
.
.......................................................................................................
Weaknesses:......................................................................................................
...
...........................................................................................................................
...
...........................................................................................................................
Deficiencies, if any: ...........................................................................................

.............................................................................................................................
.
.............................................................................................................................
.
.............................................................................................................................
.
.............................................................................................................................
.
.............................................................................................................................
.
.............................................................................................................................
.
......................................................................................................
..............................................................................................................................
Additional
remarks, if any: ...............................................................................
..............................................................................................................................
.............................................................................................................................
..............................................................................................................................
.
.............................................................................................................................
.
.............................................................................................................................
.
Summary of Evaluation
S.
No.
Criterion
Max.
poin
ts
Qualify
ing
points
Points
awarde
d
Qualified?
100
60
Yes/No
Vision, Mission and Programme

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

Teaching-Learning Process
Governance, Institutional Support
and Financial Resources
Continuous Improvement
75
45
Yes/No
75
45
Yes/No
75
45
Yes/No
1000
600
8
9
Total
Specific remarks for those criteria in which points awarded are less than the qualifying
points:
............................................................................................................................
.......
............................................................................................................................
.......
............................................................................................................................
.......
............................................................................................................................
.......
............................................................................................................................
.......
............................................................................................................................
.......
............................................................................................................................
.......
............................................................................................................................
.......
............................................................................................................................
.......
............................................................................................................................
.......
(Programme Evaluator1) (Programme Evaluator 2)
(Team Chairperson)
............................................................................................................................
.......
............................................................................................................................
Chairpersons Report
Name of the programme
Name and address of the institution
Dates of the accreditation visit
Name, designation, and affiliation of
programme evaluator 1
Name, designation, and affiliation of
programme evaluator 2
(Requested to submit individual report for each programme)
Strengths:..............................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
............................................................................................................................
Weaknesses:.........................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
............................................................................................................................
Deficiencies, if any: ...........................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
Additional remarks, if any:.................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
(Team Chairperson)
List of documents/records to be made available during the

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

bodies; their functions; and responsibilities. List of all the meetings held in
the past three years along with the attendance records. Representative
minutes and action taken reports of a few meetings of such bodies along
with the list of current faculty members who are members of such bodies.
I.3.
Rules, policies, and procedures published by the institution including service

book and academic regulations and others, along with the proof that the
employees/students are aware of the rules and procedures.
Institute Specific
I.4.
I.5.
I.6.
I.7.
I.8.
I.9.
Budget allocation and utilisation, audited statement of accounts.
Cont..
Informative website.
Library resources---books and journal holdings.
Listing of core, computing, and manufacturing, etc., labs.
Records of T&P and career and guidance cells.
Records of safety checks and critical installations.
10. Medical care records and usages of ambulance, etc.

11. Academic calendar, schedule of tutorial, and makeup classes.
12. Handouts/files along with outcomes, list of additional topics to meet the
outcomes.
13. Set of question papers, assignments, evaluation schemes, etc.
14. Feedback form, analysis of feedback, and corrective actions.
I.15. Documented feedback received from the stakeholders (e.g., industries,
parents, alumni, financiers, etc.) of the institution.
16. List of faculty who teach first year courses along with their qualifications.
17. Results of the first year students.
Programme Specific
Each programme for which an institution seeks accreditation or reaccreditation must
have in place the following:
1.
NBA accreditation reports of the past visits, if any
2.
Department budget and allocations (past three years data)
3.
Admission---seats filled and ranks (last three years data)
4.
List/number of students who have cleared the programme in four

years (last three years data)
5.
CGPA (last three years data of students CGPA/ percentage)
6.
Placement and higher studies (last three years data)
7.
Professional society activities, events, conferences organised,

etc.
8.
List of students papers along with hard copies of the publications;

professional society publications/magazines, etc.
9.
Sample best and average project reports/thesis
P.10 Details of student-faculty ratio

P.11 Faculty details with their service books, salary details, sample
appointment letters, promotion and award letters/certificates
Programme Specific
Cont..
P.1
2
P.1
Faculty list with designation, qualification, joining date, publication, R&D,

interaction details
List of faculty publications along with DOIs and publication/citation

details
P.1
P.1
4
List of R&D and consultancy projects along with approvals and project
completion reports
List and proofs of faculty interaction with outside world
P.1
List of classrooms, faculty rooms
6
P.1
P.1
8
7
List of programme-specific laboratories and computing facility within

department.
P.1
List of short-term courses, workshops arranged, and course modules

developed
P
9 .2
0
P.21
List of non-teaching staff with their appointment letters, etc.
P.2
Records
programme-specific
facility
created, if any
Records of
of new
overall
programme-specific
improvements,
if any
Curriculum, POs, PEOs, Mission, and Vision statements
Correlation of outcomes with the PEOs
P.2
Correlation of course outcomes with the Pos
Programme Specific
Cont..
P.2
5
Course files, plan of course delivery, question papers, answer scripts,

assignments, reports of assignments, project reports, report of design
projects, list of laboratory experiments, reports of laboratory
experiments, etc.
P.26
.
Rubrics developed to validate the Pos
P.27
.
P.28
.
P.30
P.29
.
.
P.31
.
P.32
.
Continuous improvement in the

PEOs
Improvement in curriculum for
correlating the POs and the PEOs
Direct and indirect assessment methods to show attainment of the
Pos
Stakeholders involvement in the process of improvement of the
PEOs and the Pos
Collected
of various
tools
(e.g. alumni
Any other forms
documents
whichindirect
may beassessment
necessary to
evaluate
the SAR
survey, employer survey )
Feedback
Forms
Feedback Form to be filled by the Institution Regarding Accreditation Visit
Purpose
This form is designed to have a fair opinion of the team which has visited your institution. This
will enable the NBA to improve its system and make it more effective. We thank you in
advance for the time and effort you are investing in filling out this form.
1. Name of the Institution:

2. Programme(s)
evaluated:
3.
Date(s)
4.
5. Names of Evaluators:
1.Name of Chairperson:
2.
4.
5.
7.
8.
of
visit:
3.
6.
9.
10.
11. adopted by the
12. team during
6. Please comment on the evaluation
methodology
the visit.
7. Whether the evaluators have tendered any advice to improve the system? If
yes, please specify.
(i)
Name of the Evaluator:
(ii) Advice:
6. Whether any of the evaluators were specific about the relevant topics related to the
programme? If no, please specify.
7. Whether the evaluators interacted with students and faculty in groups or with students
and faculty in private? If yes, please specify the name of the students/faculty.
8. Whether the head of the institute or any representative of the management was also
present during the interaction? If yes, please specify.
(i) Name of the representative
:
(ii) Observation of the representative about interaction
:
11. Whether evaluators have been facilitated by the institute for outdoor activity? If yes,
please specify.
(i) On whose insistence
:
(ii) What activity
:
12. Whether the exit meeting met the purpose i.e., to share the visiting teams perceptions
and general observations about the institution and programmes.
13. Specify the participants of the exit meeting.

14. Please comment on the general behaviour of the visiting
team (Chairperson and evaluators) during the visit?
Whether hospitality was extended to the visiting team? If
yes, please specify the participants and the kind of
hospitality offered.
Signature of the Head of Institution
Thank you for your feedback!
Feedback Form to be filled by the Chairperson about the Institution and Team Members
Purpose
This form is designed to have a fair opinion about the team members who have assisted you during
the visit. This will enable the NBA to improve its system and make it more effective. We thank you in

2. Programme(s) evaluated:
3.
visit:
5. Date(s)
Names of Evaluators:
1.
4.
2.
5.
3.
6.
4. Name of Chairperson:
7.
8.
9.
10.
11. adopted by the
12. evaluators.
6. Please comment on the evaluation
methodology
7. Whether the evaluators have tendered any advice to improve the system? If
(i) Name (s) of the Evaluator :
(ii) Advice:
6. Whether the evaluators were specific about the relevant topics related to the
programme? If no, please specify.
7. Whether the evaluator interacted with students and faculty in groups or with students
and faculty in private? If yes, please specify the name of the students/faculty .
8. Whether the evaluator has been facilitated by the institution for outdoor activity? If
:
(ii) What activity
:
11. Please comment on the general behaviour and etiquette of the evaluators during the
visit.
12. Please comment on the general behaviour and etiquette of the Head of the
Institution/other key officials .
13. Please comment on the cooperation and coordination rendered by the
institution .
14. Please comment on the general behaviour of the visiting team (Chairperson and
evaluators) during the visit? Whether hospitality was extended to the visiting team? If
yes, please specify the participants and the kind of hospitality offered.
Signature of the Chairperson
Feedback Form to be filled by the Evaluator about the Institution,

Co-evaluator and Chairperson
Purpose
This form is designed to have a fair opinion about the team members who have assisted you during the
visit. This will enable the NBA to improve its system and make it more effective. We thank you
in

2. Programme(s)
Date(s)
evaluated:of
visit:
Name of Chairperson:
Names
of
3.
Evaluator:
4.
5. Please comment on the ability Name
of the chairperson
of Co-Evaluator
to resolve disputes,
:
if any,
6. between the evaluators .
7. Whether the chairperson has tendered any advice to improve the system? If
8.
9. Whether the chairperson has extended openness with the evaluators? If no,
please specify
10. Whether the chairperson has been facilitated by the institute for outdoor activity. If
yes, please specify .
:
(ii) What activity
:
11. Please comment on the general behaviour and etiquette of the chairperson during
the visit.
12. Please comment on the general behaviour and etiquette of the Head of the
Institution / other key officials.
13. Please comment on the general behaviour and etiquette of the coevaluator.
14. Please comment on the cooperation rendered by the co-evaluator.
15. Please comment on the cooperation and coordination rendered by the
institution
Signature of the
Chairperson
Feedback Form to be filled by the Chairperson/Evaluator(s) about Service

Provider
Purpose
This form is designed to have a fair opinion about the Service Provider hired by the NBA. This will enable
the NBA to improve its system and make it more effective. We thank you in advance for the time and effort
you are investing in filling out this form.

2. Date(s) of visit:
3. Name of the Chairperson/Evaluator*:
4. Name of the Service Provider:
Assessment of the Service Provider

I
How was your overall experience with the service provider?
II
Please comment on customer service, travel management and

consulting services.
III
Please comment on the travel and lodging requirements met

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

Provider? If no, please specify.
*Please strike out whichever is not applicable
Signature of the Chairperson/Evaluator
PART - 5
Heterogeneous System
- (Autonomous and Nonautonomous)
Tier - I and Tier II
Reverse Engineering
YO U

Outcome

Enviado por

Dados do documento

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Outcome

Enviado por

Direitos autorais:

Formatos disponíveis

Outcome Based

Part 1 Outcome Based Education &

Outcome based education (OBE) key

Global Mobility upon

Graduation from an accredited program is

How global mobility is

Canada, Ireland, New Zealand , United Kingdom and

All members accept the defined Graduate Attributes.

like Australia have a demand for

Australia Represented by Engineers Australia (1989)

Chinese Taipei Represented

by Engineers Canada (1989)

Hong Kong China Represented by the Hong Kong Institute of

Korea Represented by Accreditation Board of Engineering Education

by Engineers Ireland (1989)

Malaysia Represented by Board of Engineers Malaysia (2009)

New Zealand Represented by Institution of Professional Engineers NZ

Singapore Represented by Institution of Engineers Singapore (2006 )

South Africa Represented by Engineering Council of South Africa

India National Board of Accreditation

International Accords Issues

Basis - Education Framework

Who does accreditation in

NBA A brief history

Input- outout based Assessment

Outcome Based Education

Outcome Based Education

What the student OBC

Key constituents of Outcome

The Graduate Attributes of NBA

specialization to the solution of complex

engineering problems reaching substantiated

components or processes that meet specified needs with

interpretation of data and

provide valid conclusions.

activities with an under- standing of the

knowledge to assess societal, health, safety, legal

and cultural issues and the consequent responsibilities relevant

engineering activities with the engineering community and

learning in the broadest context of technological

management principles and apply these to ones own work,

Course, Degree, Programme, ??

predetermined objectives leading to the awarding of

completion of a program designed to

Vision and Mission

Program Educational Objectives

professional accomplishments that the program is

How to Evolve Program

Program Outcomes (POs)

Course Outcomes (COs)

Program Specific Criteria

differential and integral calculus; sciences

(defined as biological, social, or physical science);

topics (including computing science) necessary to analyze software,

equations); to model, analyze, design, and realize physical systems,

Publishing and disseminating Vision

How do PEOs, POs and COs relate

Consistency between PEOs and

EX: to impart quality education for the holistic

Alignment of defined POs with

Graduate Attributes of the NBA

(i). Program outcome ()

Explain with reason the above correlation

PEO alignment with POs