Evaluation Guidelines for NBA Accreditation of Undergraduate Engineering Programmes

October, 2008

Part-I: Evaluation at the Institute level. a) Qualitative Evaluation

Sr.No. Item Description, with reference no. of Self Assessment Report (SAR) in parentheses Student enrolment and basis of admission (Part-I: 6B) Evaluation Guidelines
The visiting team should encircle the most appropriate grading for each item, based on their judgment and add remarks in the column provided for the purpose. The visiting team will check (a) the enrolment status (b) admission norms for the students (c) whether the admission is entirely based on merit through state-level / national-level / their own entrance tests. (d) if the institute has a management quota, the percentage of students admitted through it and their admission criteria (e) if the institute is able to fill up all or nearly all the seats for the programs which it runs (f) if there is any lateral entry system for Diploma holders The visiting team will check the students quality at the entry level for all the programmes. This should be based on the highest and the lowest ranks of different categories of students. The team may ask the institute to show the data published by entrance test authorities, through which a comparison should be made with other institutes in the State. It is expected that the institute should encourage and support meritorious students, whose financial conditions are inadequate. To this effect, some deserving students may be funded through institute funds, management trusts or funding through alumni and donors. The visiting team may check the amount and duration of such supports, and the number of students who can avail of it, etc.

1.

2.

Students quality at the entry level (institute) (Part-I: 6C) Scholarships and financial assistance to the students (Part-I: 6D) Counseling and guidance (Part-I: 10) Training and placement facilities (Part-I: 10)

3.

4.

The visiting team will ascertain if the institute (a) has any facility for career guidance (b) has any arrangement to assist students suffering from psychological disorders, depressions or trauma through professional counselors

5.

The team will visit the training and placement facilities of the institute and confirm that (a) there is a full time officer or a faculty who devotes adequate time for overseeing this facility (b) the initiatives and enterprise of this section is in contacting different industries are satisfactory (c) proper records of placements are maintained for the past few years (d) the overall placement success of the institute is good (e) satisfaction and comfort level of students with the functioning of the facility is high (to be ascertained during group discussions with the students) (f) arrangements for pre-final year summer trainings and internships are adequate and good It is expected that the institute promotes healthy interactions with other institutes and industries. The points which the visiting team will check are: (a) details of the annual social/cultural fests and tech fests (b) records of the organized visits to industries and R & D laboratories (c) evidence of organized lectures by industry experts on technology trends and other important topics The visiting team is expected to check how much the institute is concerned about the safety of the students, teachers and staff. The points to be looked into are: (a) storing and handling hazardous chemicals properly (b) proper ventilation and exhausts in large capacity class rooms and labs (c) special precautions on leakage and earthing of electrical equipment (d) evidence of regular checks of wiring and electrical installations (e) provision of emergency exits in auditoriums and large capacity class rooms/labs (f) adequate availability of fire extinguishers and first-aid facilities (g) safety notices in prominent places (h) preparedness to handle emergencies in the classroom and at institute levels

6.

Facilities for intercollegiate activities and industry interactions (Part-I: 11) Safety norms and checks (Part-I:12)

7.

(i) evidence of effective security arrangements at the entry points and the campus boundary

b) Quantitative Evaluation
Sr.No. Item Description with reference no. of SAR in parentheses Budget allocation and expenses (Part-I: 5) Teacher-student ratio at the institute level (Part-I: 6A) Library (Part-I: 8) Evaluation Guideline
The chairperson of the visiting team is expected to check the allocation of adequate budget for plan (for developmental activities pertaining to infrastructure and equipment) and non-plan (such as salary, maintenance and other routine) expenditure. He is also expected to check the utilization of budget for institutional/ departmental activities. The generation/ mobilization of resources from Alumni or any other sources of donation are also important for the growth of the institution/ college/ programs. Maximum marks 15 The faculty strength, the qualifications of the individuals and their competence must be adequate to impart quality education. The evaluators may award 10 marks for a teacher student ratio of 15: 1 (averaged over past three years). Marks will be proportionally higher or lower, depending upon the ratio lower or higher than 15:1. To compute the ratio, data from item no. 6A and 6B of self assessment report part-I may be referred to. Maximum marks 15 The visiting team will check the following and award marks according to the following norms: - Adequacy of the number of titles in the core areas and the volumes per title to meet the needs of undergraduate students, post graduate students (if any) and faculty research: :5 marks -Journal subscriptions (electronic and hard copy) : 2 marks -Availability of a qualified librarian: 3 marks -On-line access, printing and reprographic facilities within library premises: 3 marks -Adequacy of borrowing limits per student/ faculty and the borrowing duration: 3 marks -Availability of library automation and user-friendly search services: 3 marks -Organized stacking of text books, reference and handbooks, journals (current and bound), project reports/ theses: 2 marks -Adequacy of reading space and ambience: 3 marks -Membership of INDEST and networking with other libraries: 2 marks -Titles added in past one year: 2 marks -Library timings (regular, vacation, examination time): 2 marks -Library usage (users per day, issuance statistics): 3 marks -Open access of books from the racks: 2 marks Maximum marks 35 The visiting team will make an overall assessment of the following academic support units through group discussions with the students and visits if necessary: -Common core laboratories (Adequacy of space, number of students per batch, quality and availability of measuring instruments, laboratory manuals, list of experiments for autonomous institutes): 7 marks. -Common computer laboratory : 6 marks -Language and communication skills laboratory: 6 marks -Workshop and prototyping facilities: 6 marks. Maximum marks 25 The visiting team will ascertain through group discussion with the students and teachers about -Internet access facilities in the college.: 8 marks. -Usage of distance education learning resources like NPTEL, MIT OCW etc. and/or procured video lectures and web courses: 7 marks Maximum marks 15 The visiting team is expected to assess the facilities of co-curricular and extra-curricular activities, e.g., NCC/ NSS, sports, cultural activities, etc. The team may also assess the level of encouragement extended by the institute management to the students so that they can participate in such activities. Group discussion with the students may be the basis of such evaluations. Maximum marks 10 The visiting team is expected to interact with the faculty of science and humanities subjects and - examine the adequacy of faculty strength -go through the contents of these courses, lesson plans, question papers of university and also the valuation culture of the internal examinations Maximum marks 35

1.

2.

3.

4.

Academic support units and common facilities (Part-I: 8B)

5.

6.

Use of Information and Communication Technology and use of distance education. (Part-I: 8C) Co-curricular and extra curricular activities (Part-I: 9) Teaching/ learning of science and humanities subjects

7.

c) Quantitative Evaluation Bonus Points

Sr.No.

1.

2.

Item Description with reference no. of Self Assessment Report (SAR) in parenthesis Significant achievements of the college (Part-I: 13) Goals planned (Part-I: 14)

Evaluation Guidelines

The visiting team will evaluate the merits of the achievements listed by the college in self-assessment document and make some on-the-spot assessments. Significant achievements, which are academic/ research and development in nature will only be considered. Maximum marks 15 The visiting team will study the goals planned by the college, as stated in self-assessment document and examine its merits as well as feasibility of implementation. The visiting team should feel convinced that the college is making sincere efforts to implement these goals. Maximum marks 10 Critical assessment of own strengths and weaknesses promote healthy growth of the college. If the visiting teams assessment of strength and weaknesses and what the college has stated in selfassessment document match, it goes as a plus point in their critical assessment capabilities. Moreover, there should be visible efforts from the college to correct their weaknesses. Maximum marks 20

3.

Critical assessment of strengths and weaknesses (Part-I: 15)

Part-II : Program Specific Evaluation a) Quantitative Evaluation

Sr.No. Item Description with reference number of SAR in parenthesis Class rooms and faculty offices (Part-II: 5A) Evaluation Guidelines
The evaluators will visit the class rooms and faculty rooms and check the following: a) Size of the class rooms; air circulation and lighting; variety of teaching aids- blackboard, multimedia projectors, computers; conditions of chairs/benches; acoustics (evaluators may check while a lecture is going on in a filled class room) : 6 marks b) Size of faculty rooms; sharing or privacy; availability of blackboard/ whiteboard; computers; internet access : 4 marks Maximum marks 10 The evaluators will visit all the undergraduate laboratories and check the following: a) Size of the laboratories as compared to section strength; number of students per experimental set up; overall ambience: 3 marks b) Availability of sufficient equipments to run experiments and their maintenance: 3 marks c) Laboratory manuals; students lab records; list of experiments (for autonomous colleges): 2 marks d) Facilities to do hardware projects, availability of labs beyond working hours, encouragements for mini-projects etc: 2 marks Maximum marks 10 The evaluators will check computing facilities available in the department. They should specifically ensure: a) Adequacy of computers to carry out computing assignments, simulation based experiments, software projects. : 4 marks b) Licensed software, their validity, user restrictions on licenses etc: 2 marks c) Maintenance of computers and regular obsolescence removal : 2 marks d) Access of Internet, library e-resources and distance learning from the department: 2 marks Maximum marks 10 The evaluators will check the allocation of adequate budget and its utilization for departmental library, laboratory equipments and consumables. They may check the major resources. Maximum marks 10 The evaluators will check the students quality at the entry level for this program. This should be based on the highest and the lowest ranks of different categories. They may ask the college to show the data published by entrance test authorities, through which a comparison can be made with other institutes running similar programs. The evaluators may award marks on a smooth scale of 20, depending upon the popularity of this program vis--vis similar programs offered in other institutes in the state. Maximum marks 20

1.

2.

Laboratories (Part-II: 5B)

3.

Computing facilities (Part-II: 5D)

4. 5.

Budget and expenses (Part-II: 5E) Students- Quality at the entry level (Part-II: 6B)

6.

Students- Success rate (Part-II: 6C)

The success index I for the batch that has graduated is to be computed as where

I = 40 X 4 / X 0

X4 and X0 are defined in Part-II, item-6C of self assessment report.

The evaluators may verify the data provided by the college in self assessment report part-II 6C with university/ institute results summary for the program offered by the college in past five years. Maximum marks 40

7.

Students- Academic performance levels (Part-II: 6D)

An academic performance index J is to be calculated as

J = 4 GiYi / ( Y1 + Y2 + Y3 ) ,
i =1

where Y1, Y2 and Y3 are defined in Part-II, item-6D of self assessment report and the weights

G1=10, G2=8 and G3=6.

The evaluators may verify the data provided by the college in self assessment report part-II 6D with university/ institute results analysis for the program offered by the college in past five years. Maximum marks 40

8.

Students- Placement and higher studies (Part-II: 6E)

Placement and higher studies are two most important factors in measuring the success of the program. As a guideline, marks may be awarded as follows:

a) b)

Percentage of outgoing students (compared to their batch strength) who have been placed when they finished their studies. The data should be supported with copies of appointment letters available in the college. Some weighting should be given to the quality of the jobs they get, vis--vis current market conditions: 30 marks

9.

Students- Academic counseling, guidance and mentoring (Part-II: 7)

It is also expected that a fraction of students should go for higher professional/ management studies in India or abroad. If 10% or more students go for higher studies, it is the best, otherwise, proportionately award marks. The evaluators may also put some weighting on the quality of their admission offers: 5 marks Maximum marks 35 There is a need to constantly monitor the academic performance of the students, identifying weaker students, counseling for their improvements. The evaluators will check the following factors:

a) b) c)

System of faculty advisors for academic monitoring, the frequency of students- faculty advisors interaction (may be ascertained through group discussions with the program students) : 10 marks Existence of facility of slow-pace program for weaker students : 5 marks

Existence of remedial classes for weaker students? : 5 marks Maximum marks 20

10.

Students- Professional activities (Part-II: 8)

It is expected that the students should take adequate initiatives to pursue some professional activities in addition to their curriculum based studies. The evaluators may award marks as per the following guidelines:

a) b) c) d)

Students professional societies/ chapters and their active roles in organizing events: 10 marks Participation / organization of paper contests, design contests etc and their achievements: 5 marks Publication of technical magazines, newsletters etc : 5 marks

Entrepreneurship initiatives, product designs, innovations: 10 marks Maximum marks 30

11.

Faculty-Interactions with external world (Part-II: 9)

The program faculty should not remain isolated from the developments which are taking place elsewhere. The evaluators should measure their interactions through the following aspects, which should be properly documented

Services rendered by the faculty to national bodies: 5 marks Maximum marks 30

a) b) c) d) e) f)

Visits by faculty to other institutes in India and abroad, delivering invited talks: 5 marks Visits by academic experts from other institutes, invited talks: 5 marks Visits by experts from industry or R & D laboratories, invited talks: 5 marks Collaborations with other academic institutes/ industries / R & D labs: 5 marks Services rendered by the faculty to other institutes/ universities: 5 marks

12.

Faculty- Adequacy and qualifications (Part-II: 9A and 9B) Faculty Teaching and research (Part-II: 9A and 9B)

It is expected that the faculty student ratio is at least 1:15 and 80% of the faculty members should have a post graduate degree. The parameter Q, to be computed as per item-1 of Appendix-I of explanatory notes indicates the quantitative marks to be awarded. Maximum marks 80 Refer to item-2 of Appendix-I for detailed guidelines. Evaluators may verify the FAP computations on a sample basis after consulting teachers course files, teaching load, journal and book publications, short term course participations, projects and other details provided in item-9A and 9B of self assessment report part-II. Also, general satisfaction level of the students about teaching, as expressed through group discussions may be taken into consideration to increase or decrease the marks

13.

computed through the guidelines. Maximum marks 75

14.

Laboratory staff (Part-II: 9C)

The evaluators may make their assessments based on following: Qualifications: 10 marks (if all are at least diploma holders) Maximum marks 20

a) b)

Adequacy in numbers: 10 marks

15.

Program objectives and outcome (Part-II: 10)

Every program sets its objectives. These are derived from the institutes vision, its working environment, availability of resources etc. The different elements of the program structure aim at certain outcomes needed for realizing these objectives. For example, a program may expect that the graduates should have a) Abilities to apply knowledge of basic sciences, and engineering sciences appropriate to their disciplines. b) Abilities to design and conduct experiments analyze and interpret data. c)Design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, ethical, health and safety, manufacturability, and sustainability. d) A proper understanding of professional and ethical responsibilities e) Capability to function on multi-disciplinary teams. f) Capability to identify, formulate, and solve engineering problems. g) Abilities to appreciate the need for, and engage in, life-long learning. h) Abilities to use the techniques, skills, and modern engineering tools necessary for engineering practice. The basis of program objectives and outcomes has been explained in Appendix-II in this document. The evaluators should also study item-10 of self assessment report part-II to see how realistically the program has defined the objectives and its measurable outcomes. The methodology adopted by them to measure the outcomes and any supporting document the college may like to show in this regard should be studied and analyzed. Finally, the evaluators may apply their judgment in awarding marks. Maximum marks 50

16.

Curriculum (Part-II: 11A)

For autonomous Institutes: The program seeking accreditation is required to submit the objectives of the group of courses. Some sample groups are indicated in the questionnaire. The objective of the group of courses and their outcomes are to be revealed in a systematic manner. Sample of question papers of final examinations and internal tests along with sample answer books, laboratory manuals/ instructions and reports should be made available by the institution to the visiting team. For affiliated Colleges: The program seeking accreditation is required to submit the documents related to the basic university curriculum and the additions of the college. There is a need to submit the question papers of recent university examinations, - for three years. The syllabi format should be consistent for each course, must not exceed one page per course, and, at a minimum, contain the course description, prerequisites, text and reference book(s) and/ or other required material. Note: For autonomous institutes as well as for the affiliated colleges, full marks will be given if they demonstrate that adequate time and attention are given to each curricular component, consistent with the outcomes and objectives of the program and the institution. Maximum marks 40

17.

Examination and evaluation system (Part-II: 11B)

The continuous evaluation system is better for gradual and systematic growth of mind. The continuous evaluation also brings about regularity of the students. For autonomous institutes: Mid-semester examinations, quizzes and assignments must carry significant weight so that the final examination does not play inordinately large role in deciding the grades. Laboratory courses are to be evaluated during the laboratory classes.

For the affiliated colleges: Internal assessments in the college should a carry a significant part of the evaluation. The university examination should not carry the full weight for the purpose of evaluation. Usually in the university system, separate examinations are conducted for the laboratory courses. However, some weight is expected to be there for the laboratory classes as well. Note: The projects and similar courses are to be evaluated periodically. It is suggested that for effective testing, the examinations should be analyzed in the context of at least five cognitive levels of learning: (i) recall, (ii) comprehension, (iii) application, (iv) analysis and (v) synthesis. There should be an appropriate mix of questions under these categories. Maximum marks 30

18.

Teaching process evaluation (Part-II: 11C)

There should be a teaching evaluation process in existence where, at the end of a semester/term, the courses will be evaluated by the students through a well-designed form. The evaluators are expected to check the forms on a sample basis and allocate marks as follows:

a) b) c) d)

Design of the form is it comprehensive, covering all aspects of teaching evaluation?: 10 marks Any system of rewards and corrective measures, based on feedback? This should be supported with examples: 10 marks What is the percentage of students who participated in the evaluation?: 5 marks Do the students trust their anonymity? Are their sample teaching assessments forms in conformity with what the students express in group discussions?: 5 marks

19.

Design based experiments (Part-II: 11D)

Maximum marks 30 It is expected that the students should not only be exposed to standard set-up based experiments but through laboratories, they should improvise their designing skills. The program faculty should present to the evaluators few such design based experiments and the evaluators should judge its merits. Availability of a separate project/ design laboratory is welcome. Maximum marks 20

b) Quantitative Evaluation Bonus Points

Sr.No. Item Description with reference no. of Self Assessment Report (SAR) in parenthesis Significant achievements of the department (Part-II: 12) Goals planned for the department (Part-II: 13) Critical assessment of strengths and weaknesses of the department (Part-II: 14) Evaluation guidelines

1.

The visiting team will evaluate the merits of the achievements listed by the department in selfassessment document and make some on-the-spot assessments. Significant achievements, which are academic/ research and development in nature will only be considered. Maximum marks 15 The visiting team will study the goals planned by the department, as stated in self-assessment document and examine its merits as well as feasibility of implementation. The visiting team should feel convinced that the department is making sincere efforts to implement these goals. Maximum marks 10 Critical assessment of own strengths and weaknesses promote healthy growth of the college. If the visiting teams assessment of strength and weaknesses and what the department has stated in self-assessment document match, it goes as a plus point in their critical assessment capabilities. Moreover, there should be visible efforts from the department to correct their weaknesses. Maximum marks 20

2.

3.

Appendix-I: Explanatory Notes 1. Faculty- Adequacy and qualifications:

To compute marks on this component, the following formula is to be used:

Q = 80

P + 0.8M + 0.5B , P+M +B

where, P is the number of faculty members having Ph.D. qualifications M is the number of faculty members having masters degree qualifications B is the number of faculty members having bachelors degree qualifications N is the total number of faculty (=P+M+B) N0 is the number of faculty required as per faculty student ratio of 1:15

N < 0.5 0 for No N N = 3 1.5 for 0.5 0.8 . N0 No N N + 0.5 for > 0.8 0.5 N0 N0

Insert a comma , after 1.5 and a space in the second and the third line

A graphical presentation of the above formula is shown below:

1.0 0.9

0.5

0.8

1.0

N/N0

To include adjunct/visiting faculty in the above calculation, the following factors should be taken into consideration: (a) academic load, (b) salary, (c) duration (more than one year to be considered) and (d) qualifications. One such adjunct/ visiting faculty member could be considered as equivalent to (at an appropriate designation): 0.5{ (Load taken/ Average load) + ( Salary/ Salary payable at midpoint of the scale) }

in terms of regular faculty. A sample calculation done for an example is given below. Suppose, The number of students in the program is 300 Actual number of faculty is N = 18 ( P=3, M=12, B=3). But for a faculty-student ratio of 1:15, we need N0 = 20. Therefore,

N = 0.9 and = 0.95. N0

Substituting the above values in the expression for Q, we obtain Q=59.5 This program therefore qualifies in this parameter, since it exceeds the qualifying marks of 55.

2. Faculty Teaching and research:

To have a quantitative measure of faculty activities and their contributions to teaching, research, and overall growth of the college, a parameter, called Faculty Activities Point (FAP) is introduced herein. In self assessment, every faculty would calculate his/her FAP based on the guidelines presented herein and when averaged over all the faculty members of the program, the mean FAP would indicate the program facultys overall teaching and research activity index. Break-up of FAP: Category-I: Faculty members who are doing teaching and research, not pursuing any higher degree and not holding the office of Principal/ Head/ Dean. Part-A: Teaching load: Max points=70 It is assumed that the normal teaching load is never more than two courses of 3 credit hours and two labs per semester . Direct contact hours, lecture preparations, tutorial preparations, answerscript correction etc. together would require around 70% of faculty time. 25 points will be awarded for teaching every theory course (3 credit hours) and 10 points will be awarded for teaching every lab course (average teaching load over the duration in which they serve in this category will be considered). The maximum points allocated for this part is 70. Part-B: Administrative and student activities: Max points=10 It is also expected that a faculty should devote around 10% of his /her time in getting associated with institute or departmental level administrative/ academic responsibilities (e.g., time-table preparations, faculty advisor/ counselor/mentor, warden of a hostel, gymkhana/ training-and-placement coordinator etc.) Such responsibilities if any, handled in past three years must be well-defined and documented. Points may be self awarded, based on percentage of time devoted to these activities, but faculty members will be answerable to the evaluators for the points so awarded. Part-C: Scholarly pursuits and Research & Development activities: Max points=20 It is expected that a faculty should devote around 20% of his/her time in scholarly pursuits and R & D activities. 10 points are allocated to scholarly pursuits. It is identified by the following attributes: (i) developing course materials/ new lab experiments: 2 points, (ii) developing question bank: 2 points, (iii) identifying important books in the subject area: 2 points and (iv) blending the concepts/ thoughts of various authors in the lecture notes and other original initiatives for improvement of intellectual ability of the students: 4 points. 10 points are allocated to research and development activities in past three years. Its outcomes may be measured in terms of o Sponsored/ consultancy projects: 2 points for each such project (minimum budget: Rs. 5 lakhs) as PI. o Books/ refereed journal/ refereed conference publications: 4 points for every single authored text book, 2 points for each refereed journal and 1 point for each refereed conference o Short term course attended (minimum duration should be one week to obtain a credit out of it. Two weeks will be more creditable.): 2 points for each course of two week duration and 1 point for each course of one week duration. o Completed Ph.D. guidance: 5 points

If total points earned in research and development exceeds 10, the extra points may be added to the FAP score as a bonus. Maximum FAP for a faculty is restricted to 100. Category-2: Faculty members pursuing higher degree on a part time basis. Part-A: Maximum points =35 Basis of point calculation is same as in category-1. Part-B: Nil. (Any administrative responsibility for them is strongly discouraged). Part-C: Maximum points=65. 5 points are allocated to scholarship. It is identified by the following attributes: (i) developing course materials/ new lab experiments: 1 point, (ii) developing question bank: 1 point, (iii) identifying important books in the subject area: 1 point and (iv) blending the concepts/ thoughts of various authors in the lecture notes and other original initiatives for improvement of intellectual ability of the students: 2 points. 60 points are allocated to research and development activities in past three years. Its outcomes may be measured in terms of o Sponsored/ consultancy projects: 2 points for each such project as PI. o Books/ refereed journal/ refereed conference publications: 4 points for every single authored text book, 6 points for each refereed journal and 3 points for each refereed conference o Short term course attended (minimum duration should be one week to obtain a credit out of it. Two weeks will be more creditable.): 2 points for each course of two week duration and 1 point for each course of one week duration. o Ph.D./ Masters degree pursued: 40 points If total points earned in research and development exceeds 60, the extra points may be added to the FAP score as a bonus. Maximum FAP for a faculty is restricted to 100.

Category-3: Faculty members holding offices of Principal, Head of the Departments or Deans Part-A: Maximum points=25 Basis of point calculation is same as in category-1. Part-B: Maximum points=60 Part-C: Maximum points=15 5 points are allocated to scholarship. It is identified by the following attributes: (i) developing course materials/ new lab experiments: 1 point, (ii) developing question bank: 1 point, (iii) identifying important books in the subject area: 1 point and (iv) blending the concepts/ thoughts of various authors in the lecture notes and other original initiatives for improvement of intellectual ability of the students: 2 points. 10 points are allocated to research and development activities in past three years. Its outcomes may be measured in terms of o Sponsored/ consultancy projects: 2 points for each such project as PI. o Books/ refereed journal/ refereed conference publications: 4 points for every single authored text book, 2 points for each refereed journal and 1 point for each refereed conference o Short term course attended (minimum duration should be one week to obtain a credit out of it. Two weeks will be more creditable.): 2 points for each course of two week duration and 1 point for each course of one week duration.

o Completed Ph.D. guidance: 5 points for each such candidate If total points earned in research and development exceeds 10, the extra points may be added to the FAP score as a bonus. Maximum FAP for a faculty is restricted to 100. NOTE: It is possible that cases like following may occur: a) The faculty member has served the college for less than three years: In this case, their average activity point for the duration of service will be computed. b) The faculty member has a mixture of categories in past three years: In this case, the activity points in each category will be computed and then proportionate to the duration they serve in each category, an averaged FAP may be computed. Example, A faculty member serves in category-1 for 14 months and obtains an FAP of 75. He/ she serves in category-2 for 22 months and obtains an FAP of 80. His/ her averaged FAP will be (14x75 + 22x80)/36 = 78.05, rounded to 78. A mean FAP (out of 100) for the program faculty may then be computed. It is to be multiplied by 0.75 to compute the score in this category. The evaluators may also apply their own judgment to make adjustments of this score, depending upon group/ individual discussions with the faculty.

Appendix-II: Program Objectives and Outcomes

An engineering program must ensure that its graduates understand the basic concepts of science and mathematics, have gone through one engineering field in depth to appreciate and use its methodologies of analyses and design, and have acquired skills for life-long learning. An engineering program must therefore have a mission statement which is in conformity with the mission statement of the organization. The mission must be translated into specific program objectives and program outcomes that are expected of the educational process. The outcomes of a program must be measurable and must be assessed regularly through proper feedback for improvement of the programme. There must be a quality assurance process in place within the Institute to make use of the feedback for improvement of the programme. The curriculum must be constantly refined and updated to ensure that the defined objectives and outcomes are achieved. Students must be encouraged to comment on the objectives and outcomes and the role played by the individual courses in achieving them. Program Objectives : The educational objectives of a programme are the statements that describe the expected achievements of graduates within first few years of their graduation from the programme. The programme objectives, may be guided by global and local needs, vision of the Institution, long term goals etc. For defining the program objectives the faculty members of the programme must continuously work with local employers, industry and RD advisors, and the alumni. The objectives of a programme can be broadly defined on five counts :

1. Preparation : To prepare students to excel in postgraduate programmes or to succeed in industry /

technical profession through global, rigorous education.

2. Core Competence : To provide students with a solid foundation in mathematical, scientific and 3. 4. 5.
engineering fundamentals required to solve engineering problems and also to pursue higher studies. Breadth : To train students with good scientific and engineering breadth so as to comprehend, analyze, design, and create novel products and solutions for the real life problems. Professionalism : To inculcate in students professional and ethical attitude, effective communication skills, teamwork skills, multidisciplinary approach, and an ability to relate engineering issues to broader social context. Learning Environment : To provide student with an academic environment aware of excellence, leadership, written ethical codes and guidelines, and the life-long learning needed for a successful professional career.

Within above five broad categories, each programme may define its own objectives appropriate for the specific discipline. Programme Outcomes : The programme outcomes are the skills and knowledge which the students have at the time of graduation. The outcomes essentially indicate what a student can do from subject-wise knowledge acquired during the programme. The outcomes may be programme specific within broad categories given in the following. Generally, the engineering programmes must demonstrate their graduates have following capabilities: (a) (b) (c) (d) (e) Graduates will demonstrate knowledge of mathematics, science and engineering. Graduates will demonstrate an ability to identify, formulate and solve engineering problems. Graduate will demonstrate an ability to design and conduct experiments, analyze and interpret data. Graduates will demonstrate an ability to design a system, component or process as per needs and specifications. Graduates will demonstrate an ability to visualize and work on laboratory and multidisciplinary tasks.

Graduate will demonstrate skills to use modern engineering tools, softwares and equipment to analyze problems. (g) Graduates will demonstrate a knowledge of professional and ethical responsibilities. (h) Graduate will be able to communicate effectively in both verbal and written form. (i) Graduate will show the understanding of impact of engineering solutions on the society and also will be aware of contemporary issues. (j) Graduate will develop confidence for self education and ability for life-long learning. (k) Graduate who can participate and succeed in competitive examinations. The programme outcomes can vary slightly depending upon the discipline. However, the broad outcomes would be the same. The outcomes of all the courses developed by the faculty members should be assessed by a committee consisting of subject experts from inside and outside the programme. The assessment process can be direct or indirect. The direct assessment will be through interim assessment by the faculty or by industry / technology experts. The indirect assessment on the other hand could be by students through course outcomes, lab evaluation, department associations, exit interviews, engineering services, GATE examination etc. Frequency of assessment can be decided and justified by the programme coordinator. A broad relation between the program objective and the outcomes is given in the following table : Programme Objectives 1 2 3 4 5 a X X b X X X c X X d X X X Programme Outcomes e f X X X X X X X g h I j K X X

(f)

In the following, three sample departments and their outcomes are given. Deliberately two different possible formats have been presented.

Sample Programme Assessment Plan for Department of Electrical Engineering Programme Outcomes : (a) Graduates will demonstrate knowledge of differential equations, vector calculus, complex variables, matrix theory, probability theory, physics, chemistry and electrical and electronics engineering. (b) Graduates will demonstrate an ability to identify, formulate and solve electrical engineering problems. (c) Graduate will demonstrate an ability to design electrical and electronic circuits and conduct experiments electrical systems, analyze and interpret data. (d) Graduates will demonstrate an ability to design digital and analog systems and component. (e) Graduates will demonstrate an ability to visualize and work on laboratory and multi-disciplinary tasks. (f) Graduate will demonstrate skills to use modern engineering tools, softwares and equipment to analyze problems. (g) Graduates will demonstrate a knowledge of professional and ethical responsibilities. (h) Graduate will be able to communicate effectively in both verbal and written form. (i) Graduate will show the understanding of impact of engineering solutions on the society and also will be aware of contemporary issues. (j) Graduate will develop confidence for self education and ability for life-long learning. (k) Graduate who can participate and succeed in competitive examinations like GATE, GRE. Courses offered in the EE curriculum PH101 Physics I PH102 Physics II CH101 Chemistry MA101 Maths I MA102 Maths II HS101 English HS103 Communication skills HS105 Economics EE 002 Principles of Electrical Engineering EE003 Principles of Electrical Engineering Lab EE152 Basic Electric Circuits EE206 Digital Circuits EE207 Electronic Devices and Circuits EE210 Signals and Systems EE214 Digital Circuits Lab EE218 Electrical Machines EE219 Electronics Lab EE220 Electrical Machines Lab EE225 Network Theory EE301 Electromagnetic Waves EE302 Control Systems EE304 Electrical Energy Systems EE308 Communication Systems EE309 Microprocessors EE315 Microprocessors Lab EE317 Electromagnetic Waves Lab EE318 Electronics Design Lab I EE319 Analog Circuits Lab EE321 Power Electronics

EE323 EE324 EE326 EE389 EE403 EE405 EE415 EE421 EE425 EE426 EE429 EE432 EE433 EE434 EE437 EE438 EE450 EE452 EE455 EE500 EE600

Analog Circuits Control Systems Lab Power Systems Lab Electronic Design Lab II Digital Signal Processing Communication Electronics Electrical Design Lab Communication System Theory VLSI Technology Digital Communication Systems Discrete Data and Digital Control Special Semiconductor Devices Electronic Instrumentation Industrial Instrumentation Analog Filters Control System Design Computer Control and Automation of Power Systems Microwave and Satellite Communication Communication Electronics Lab Seminar Project

In the following are given the outcomes and the corresponding courses. Outcome (a) PH101 Physics I PH102 Physics II CH101 Chemistry MA101 Maths I MA102 Maths II EE 002 Principles of Electrical Engineering EE003 Principles of Electrical Engineering Lab EE152 Basic Electric Circuits EE421 Communication System Theory Outcome (b) EE318 EE319 EE321 EE323 EE324 EE326 EE389 EE403 EE415 EE434 EE600 Outcome (c) EE206 EE207 EE214 EE219 EE309 EE315 Electronics Design Lab I Analog Circuits Lab Power Electronics Analog Circuits Control Systems Lab Power Systems Lab Electronic Design Lab II Digital Signal Processing Electrical Design Lab Industrial Instrumentation Project Digital Circuits Electronic Devices and Circuits Digital Circuits Lab Electronics Lab Microprocessors Microprocessors Lab

EE318 EE319 EE323 EE324 EE326 EE389 EE415 EE438 Outcome (d) EE315 EE318 EE319 EE323 EE324 EE326 EE389 EE415 EE438

Electronics Design Lab I Analog Circuits Lab Analog Circuits Control Systems Lab Power Systems Lab Electronic Design Lab II Electrical Design Lab Control System Design Microprocessors Lab Electronics Design Lab I Analog Circuits Lab Analog Circuits Control Systems Lab Power Systems Lab Electronic Design Lab II Electrical Design Lab Control System Design

Outcome (e) EE214 Digital Circuits Lab EE219 Electronics Lab EE220 Electrical Machines Lab EE315 Microprocessors Lab EE317 Electromagnetic Waves Lab EE318 Electronics Design Lab I EE319 Analog Circuits Lab EE324 Control Systems Lab EE326 Power Systems Lab EE389 Electronic Design Lab II EE415 Electrical Design Lab EE455 Communication Electronics Lab Outcome (f) EE309 Microprocessors EE434 Industrial Instrumentation EE425 VLSI Technology EE433 Electronic Instrumentation Outcome (g) Elective humanities courses Outcome (h) HS101 HS103 English Communication skills

Outcome (i) HS105 Economics Humanities courses in philosophy, psychology EE450 Computer Control and Automation of Power Systems EE452 Microwave and Satellite Communication Advanced level elective courses Outcome (j) EE500 EE600 Seminar Project

Outcome (k) All electrical engineering courses Sample Programme Assessment Plan for Mechanical Engineering The following are envisaged as sample educational objectives and outcomes of a Mechanical Engineering Program: 1. To prepare students for successful careers in industry that meet the needs of Indian and multinational companies. 2. To develop the ability among students to synthesize data and technical concepts for application to product design. 3. To provide opportunity for students to work as part of teams on multidisciplinary projects. 4. To provide students with a sound foundation in the mathematical, scientific and engineering fundamentals necessary to formulate, solve and analyze engineering problems and to prepare them for graduate studies. 5. To promote student awareness of the life-long learning and to introduce them to professional ethics and codes of professional practice. An accredited Mechanical Engineering Program is expected to result in the following student learning outcomes: (a) Graduates will demonstrate basic knowledge in mathematics, science and engineering. (b) Graduates will demonstrate the ability to design and conduct experiments, interpret and analyze data, and report results. (c) Graduates will demonstrate the ability to design a mechanical system or a thermal system or a process that meets desired specifications and requirements. (d) Graduates will demonstrate the ability to function on engineering and science laboratory teams, as well as on multidisciplinary design teams. (e) Graduates will demonstrate the ability to identify, formulate and solve mechanical engineering problems. (f) Graduates will demonstrate an understanding of their professional and ethical responsibilities. (g) Graduates will be able to communicate effectively in both verbal and written forms. (h) Graduates will have the confidence to apply engineering solutions in global and societal contexts. (i) Graduates should be capable of self-education and clearly understand the value of life-long learning. (j) Graduates will be broadly educated and will have an understanding of the impact of engineering on society and demonstrate awareness of contemporary issues. (k) Graduates will be familiar with modern engineering software tools and equipment to analyze mechanical engineering problems The Mechanical Engineering Program outcomes leading to the achievement of the objectives can be summarized in the following Table. Table: The relation between the Mechanical Engineering program Outcomes and the program Objectives. a X b X X c X X X X X d X Program Outcomes e f g X h i j k X

EducationalObject ives

1 2 3 4

Here is an example of objectives and outcomes of Group of Courses. We have considered the objectives of teaching one of the subjects in Engineering Science group of courses. The typical example demonstrates the objectives and outcomes of teaching Engineering Mechanics Course Objectives: At the end of the course, the student should understand the basic principles of mechanics applicable to rigid bodies in equilibrium and the kinematics and kinetics of particle motion. The student should be able to apply these principles to the solution of a variety of practical problems and be able to employ their knowledge to solve more complicated problems and study the affect of problem parameters. The student should be prepared to continue the study of the dynamics of rigid bodies and the mechanics of solids and fluids. Topics: Vector mechanics essentials, Equivalent systems of forces, Equilibrium of rigid bodies, Centroids, centers of gravity, and distributed forces, Trusses, frames, machines: two-force and multi-force members, Beams: internal forces, shear and bending moment diagrams, Dry friction, Moments of inertia, Virtual work, Kinematics of particles, Kinetics of particles: Newtons 2nd law, Energy and momentum methods, Systems of particles Contribution to Outcomes: This course used assigned readings, lectures, and homework to enable the students to: (i) Use engineering science principles to develop algebraic relationships among key physical parameters and variable based on analysis of a specified system (ii) Understand and apply Newton's laws to problems systems consiting of rigid bodies in equilibrium and particles in motion, (iii) Use references that provide tabulated physical data that are useful to mechanical engineers (iv) Write simple programs to solve more complicated problems and to study the effect of system parameters Here is another example of Objectives and Outcomes of one of the Departmental Courses. We have chosen a course on Heat and Mass Transfer. Course Objectives: To demonstrate basic knowledge of heat transfer by understanding: differences between conduction, convection and radiation; basic differential equations for heat transfer; thermal conductivity of materials; conduction through walls and composite walls; critical radius of insulation; heat transfer in fins; heat transfer coefficient; overall heat transfer coefficient; log-mean temperature differences; forced and natural convection correlations; Biot, Nusselt, Reynolds, Grashof, Rayleigh and Prandtl numbers; basic radiative heat transfer, basic principles of mass transfer Outcomes: In order to assess the students progress towards achieving the Learning Outcomes, a number of homework problems may be assigned, graded and handed back to the students. A design project involving Design of a Heat Exchangers/ Boiler/ any equipment involving principles of Heat Transfer is required from each student and graded by the instructor. Else the students may be asked use knowledge of all modes of heat transfer and write a computer program to address and analyze a design problem for different choices of design parameters

Flow Chart: The following courses form sample flow chart of the courses that a student comes across after having completed a common core program of Mathematics, Sciences, Humanities, Engineering Sciences and Engineering Practices during first four semesters. The first two courses in the list are covered during the third and fourth semesters together with the courses of core program. ME 211 Advanced Fluid Mechanics and Compressible Flows ME 212 Advanced Mechanics of Solids ME 311 Energy Systems ME 312 Heat and Mass Transfer ME 316 Design of Machine Elements ME 321 Theory of Mechanisms and Machines ME 322 Manufacturing Technologies ME 328 Kinematics and Dynamics of Machinery ME 338 Design and Control of Machine Tools ME 370 Mechanical Engineering Lab I ME 401 Thermal Turbomachines ME 410 Computer Aided Engineering Design ME 430 Advanced Manufacturing Processes ME 440 Automation and Control ME 460 Introduction to Robotics ME 470 Mechanical Engineering Lab II Besides, there are a host of Departmental Elective Courses and Open Elective Courses.

Sample Programme Assessment Plan for Chemical Engineering The following are envisaged as sample educational objectives of a Chemical Engineering Program 1. To provide the necessary background in science, particularly in chemistry and in physics and advanced mathematics. 2. To provide training to solve problems relevant to the general practice of chemical engineering and engineering design. 3. To provide students experience in conducting and in planning experiments in the modern engineering laboratory including interfacing experiments with computers as well as interpreting the significance of resulting data and properly reporting results in well written technical reports. 4. To provide experience in the process of original chemical engineering design in the three areas of equipment design, process design, and plant design through the process of formulating a design solution to a perceived need and then executing the design and evaluating its performance including economic considerations and societal impacts if any, along with other related constraints, and culminating in both written and oral presentations of results. 5. To provide students experience with the multifaceted aspects of using computers to solve problems and present results with word processing, spreadsheet, presentation and professional level applications software used for design and analysis and to provide for obtaining and the use of information on the world wide web. 6. To provide students a familiarity with professional issues in chemical engineering including: ethics, issues related to the global economy and to emerging technologies, and fostering of important job related skills such as improved oral and written communications and experience in working in teams at a number of levels. An accredited Chemical Engineering Program is expected to result in the following learning outcomes of the graduates: (a) The graduates are expected to have ability to apply knowledge of mathematics, science and engineering. (b) The graduates are expected to have ability to design and conduct experiments, as well as to analyze and interpret data. (c) The graduates are expected to have ability to design a system, a component, or a process to meet desired needs within realistic constraints such as economic, environmental, social, ethical, health and safety, manufacturability, and sustainability. (d) The graduates are expected to possess ability to function on multi-disciplinary teams (e) The graduates are expected to possess ability to identify, formulate and solve engineering problems (f) The graduates are expected to have understanding of professional and ethical responsibility (g) The graduates are expected to communicate effectively (h) The graduates are expected to have the broad education necessary to understand the impact of engineering solutions in a global, economic and societal context (i) The graduates are expected to engage themselves in life-long learning (j) The graduates are expected to have knowledge of contemporary issues (k) The graduates are expected to possess ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

Table: The relation between the Chemical Engineering program Outcomes and the program Objectives. a X X X X b c d Program Outcomes e f g X X X X X X X X X X X h i j k

1 Educational Objectives 2 3 4 5 6

X X X X

X X X

X X

Here is an example of objectives and outcomes of Group of Courses. We have considered the objectives of teaching one of the subjects in Engineering Science group. The typical example demonstrates the objectives and outcomes of teaching Thermodynamics. Course Objectives: The students completing this course are expected to: understand the nature and role of the thermodynamic properties of matter, internal energy, enthalpy, entropy, temperature, pressure and specific volume. They will be able to access thermodynamic property data from appropriate sources. They are expected to understand temperature-entropy or pressure-volume diagrams. They will recognize and understand the different forms of energy and restrictions imposed by the First Law of Thermodynamics on conversion from one form to the other. They will understand implications of the Second Law of Thermodynamics and limitations placed by the Second Law on the performance of thermodynamic systems. They will be able to use isentropic processes to represent the behavior of a system. They are expected to be able to quantify the behavior of power plants based on the Rankine cycle, including the effect of enhancements such as superheat, reheat and regeneration. They are expected to quantify the performance of power generation based on the Otto cycle, Diesel cycle and Brayton cycle. They will be able to quantify the performance of refrigeration and heat pump systems. Contribution to Outcomes: The Learning Outcomes are assessed through graded homework, quizzes, mid-semester and a final exam. Since the course is a prerequisite for other courses in the curriculum, there are additional opportunities to evaluate the extent to which course objectives are achieved from the feedback of the faculty teaching professional courses. The feedback is particularly meaningful from the faculty members who teach the process-design related courses that have increased emphasis on application of basic principles, including control mass and volumes. Here is another example of Objective and Outcome of one of the Departmental Courses. We have chosen a course on Transfer Operations I. Course Objectives: Students are to learn the fundamentals of conservation of mass, energy and momentum as it applies to internal and external fluid flow systems. Both differential and integral techniques from a transport approach and macroscopic empirical approaches are to be learned. Contribution to Outcomes: Through tests and homework problems, it is revealed that most of the students are able to do the following. The students are able to apply their knowledge of friction factors. They are

able to perform momentum balance. They can perform control-volume based calculations involving incompressible flows; rough pipes, fittings, networks non-circular pipes. They are able to understand basic calculations of flow in Beds of Solids: Fixed beds, filtration, and fluidized beds. Flow Chart: The following courses form sample flow chart of courses that a student comes across after having completed the common core program of Mathematics, Sciences, Humanities, Engineering Sciences and Engineering Practices during the first four semesters. The first three courses in the list are covered during the third and fourth semesters together with the courses of core program. ChE 211 Fluid Mechanics ChE 212 Chemical Process Calculations ChE 221 Chemical Engineering Thermodynamics ChE 312 Heat and Mass Transfer ChE 314 Separation Processes ChE 322 Chemical Reaction Engineering ChE 328 Industrial Plants ChE 332 Physical Metallurgy ChE 345 ChE Laboratory I ChE 346 ChE Laboratory II ChE 347 Transfer Operations I ChE 348 Transfer Operations II ChE 349 Transfer Operations III ChE 351 Plant Design and Economics ChE 425 Process Dynamics and Control ChE 434 Industrial Reaction Kinetics ChE 436 Corrosion and Corrosion Control ChE 448 Separations for Biotechnology