Nba PDF

Outcome Based Education and
Accreditation
-An awareness workshop for Evaluators / Stakeholders
Part – 1 Outcome Based Education &
Outcome Based Accreditation
Part – 2 Accreditation Manual (Contents)
Part – 3 Self Assessment Report (SAR)
Part – 4 Guidelines for Evaluators

Contents
 Accreditation - What, why, how ??
 Minimal Vs Input-Output Vs Outcome
 Outcome based education (OBE) – key constituents
 Outcome based accreditation - criteria
 Correlation among outcome based parameters
 Assessment methods/tools
 Assessment of attainment
What is Accreditation
 Formal recognition of
the quality of an
educational program /
Institution by an external
- independent agency on
the basis of impartial
assessment on the basis
of well defined criteria
Significance of Accreditation
 At National Level
 Students and parents to select the institutions and programs for
admission.
 Employers in deciding about the institutions for
recruitment of graduates.
 Institutions to avail the benefits from regulatory bodies and
funding agenciesinstitutions.
 Institutions in deciding about transfer of students from other
institutions
 At International Level
 Mobility of students for pursuing higher studies and
employment in other countries
Growing number of institutes , types (univ, deemed, private,
autonomous, affiliated …) and programs
Advantages of Accreditation & Its
Processes
 Students get quality education and better employment opportunity.
 Alumni share their experience and participate in curricular updates in view

of emerging technology and tools.
 Development of faculty benefits of realization of efforts, opportunity of
attempting more complex problems, career advancement, consultancy &
sponsored R&D
 Exchange of views – opportunities supplement each other requirement.
 Employer in industry / academia/ public services get well grounded
practice engineers with requisite technical and behavioral skills / graduate
attributes.
 Institution builds up a Brand.
 Continuous improvement towards excellence.
Global Mobility upon Accreditation
 Graduation from an accredited program is Educational Passport
for engineers mobility across good number of advanced nations
and emerging economies.
 These graduates may get leadership positions and

challenging technology development opportunities.
 Faculty may also get invitation for lectures, research guidance,

and academic leadership / administration.
 Industry can hire graduates from accredited institutions for

innovation-intensive projects for higher profits.
How global mobility is assured ??
 Multi-national accords for mutual recognition of accrediting process
and there by recognizing the accreditation.
 Washington Accord, 1989
• For UG Engineering Degree program
 Sydney Accord, 2001
• For Engineering Diploma / Polytechnic program
 Dublin Accord, 2002
• For Engineering Technician program
 Seoul Accord, 2008
• For Professional Engineers in computing and IT – related fields
Washington Accord
 An accord singed among six countries (Australia,
Canada, Ireland, New Zealand , United Kingdom and
United States) in the year 1989.
 The purpose was to mutually recognize and accept
the qualifications accredited by signatories.
 The accord at present has 15 full signatories and 5
provisional signatories.
 Members of Washington Accord have outcome
based accreditation.
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 All members accept the defined Graduate
Attributes.
 Washington Accord is applicable only for UG
Engineering Programmes.
 If India wants to reap the benefits of its large
human resource and to become knowledge
society and global supplier of trained HR – it is
must to be a full signatory of Washington Accord
- Countries like Australia have a demand for
Engineers.
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Signatories of WA
• Australia – Represented by Engineers Australia (1989)
• Canada – Represented by Engineers Canada (1989)
• Chinese Taipei – Represented by Institute of Engineering Education (2007)
• Hong
TaiwanKong China – Represented by the Hong Kong Institute of Engineers (1995)
• Ireland – Represented by Engineers Ireland (1989)
• Japan – Represented by Japan Accreditation Board for Engineering Education
(2005)
• Korea –Represented by Accreditation Board of Engineering Education of Korea
(2007)
• Malaysia - Represented by Board of Engineers Malaysia (2009)
• New Zealand – Represented by Institution of Professional Engineers NZ (1989)
• Singapore – Represented by Institution of Engineers Singapore (2006 )
• South Africa – Represented by Engineering Council of South Africa (1999)
• Turkey – Represented by MUDEK (2011)
• United Kingdom – Represented by Engineering Council UK (1989)
• United States – Represented by Accreditation Board for
Engineering and Technology (1989)
Provisional Members of WA
• Bangladesh –Board of Accreditation for Engineering and Technical Education
• Germany –German Accreditation Agency for Study Programs in Engineering

and Informatics
• India –National Board of Accreditation

• Pakistan –Pakistan Engineering Council
• Russia –Russian Association for Engineering Education
• Sri Lanka –Institution of Engineers Sri Lanka

International Accords - Issues
Guiding Principles
 Autonomy of Signatory
 Transparency to Accreditation System
MUTUAL  Free from Government and other influences
RECOGNITI Basis - Education Framework

 Entry level qualifications
ON  Number of years of the program
Inte rnati o  Recognition of the program by Competent
Accreditation Authority and Reputation of the
na l Ag re e Institute
m e nts Obstacles
 Differences in Education System
 Accreditation system
 Disciplines
Who does accreditation in India
 Institutional accreditation by National Assessment and

Accreditation Council (NAAC)
• An autonomous body established by the UGC in 1994
 Technical Programs
 A totally independent body
 National Board of Accreditation (NBA)
• Diploma level to Post Graduate level in Engineering and
Technology, Management, Architecture, Pharmacy,
Hospitality and Mass Communication
NBA – A brief history
 The National Board of Accreditation (NBA) was set up by the AICTE in Sept 1994 and
became independent body in 2010
 1994-2003 first format was put in use
 1st Revision - Jan 2004
 2nd Revision - Jan 2009
 3rd Revision - June 2009 (SAR 2.0 version)
 4th Revision - May 2011 (SAR Version.3.0)
 5th Revision – November 2012

Accreditation Models
 Minimal Model
 Often numeric and law-based
 Provides a prescription for a minimal core and very general parameters for the
rest of the curriculum
 Does not encourage continuous improvement
 Input-Output Model
 Often involving direct prescriptions of curriculum and faculty composition
 Makes the accrediting process uniform and potentially fair
 Relatively easy to maintain
 Stifle innovation and creativity in the curriculum
 Outcome Model
 Focuses on the objectives and outcomes of the program
 Requires evidence of measurement and attainment of objectives and outcomes
 Too much data may be collected and analyzed periodically
Input-Output Based Accreditation
financial resources
lab equipment Number of students
graduating
Progra
Infrastructure facilities mme quantitative grades of
students
faculties success rate of
students
Number of quality of
students
Measureable Measurable Outputs
Input
Shift
Input- outout based
 Input-output: Assessment Infrastructure, Students,
Teachers, Support staff, Management,
from
Curriculum, Calendar.
Pass %, Number of publications,
Input- output placement etc.,
based
Outcome-based Assessment
 Outcomes: What knowledge, skill and behavior a graduate is
Assessment expected to attain upon just completion of a
to program and after 4-5 years of graduation
Observable and Measurable abilities / outcomes.
Outcome- Graduate Attributes(GA) defined by NBA
based This necessitates mapping of outcomes with
GA, Objectives, Mission and vision
Assessment
Outcome Based Education
Starting with aclear picture of what is

important for students to be able to
do…
Then organizing the curriculum,

delivary and assessment to
make sure learning happens…
Outcome Based Education
OBE
(Education)
What the student OBC

should be able to (Curriculum)
do?
How to make the OBLT
student achieve (Learning &
the outcome?
OBA
Teaching)
Attributes How to measure
what the student (Assessment)
has
achieved?
Key constituents of Outcome based
Education
Vision
Mission
d
e
i
s
g Graduate
n Attributes
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The Graduate Attributes
of NBA for UG Engineering
• Engineering Knowledge: Apply knowledge of
mathematics, science, engineering fundamentals and an
engineering specialization to the solution of complex
engineering problems.
• Problem Analysis: Identify, formulate, research
literature and analyze complex engineering problems
reaching substantiated conclusions using first principles
of mathematics, natural sciences and engineering
sciences.
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. . . Graduate Attributes
• Design/ Development of Solutions: Design solutions for

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

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

engineering activities with the engineering com- munity and
with society at large, such as being able to comprehend and
write effective reports and design documentation, make
effective presentations and give and receive clear
instructions.
• Life-long Learning: Recognize the need for and have the
preparation and ability to engage in independent and lifelong
learning in the broadest context of technological change.
 Project Management and Finance: Demonstrate knowledge
and understanding of engineering and management principles
and apply these to one’s own work, as a member and leader
in a team, to manage projects and in multidisciplinary
environments.
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Summary of Graduate Attributes
 Engineering knowledge
 Problem analysis
 Design & Development of Solutions
 Investigation of Complex Problem
 Modern tool usage
 Engineer and society
 Environment& sustainability
 Ethics
 Individual & team work
 Communication
 Lifelong learning
+ Project management & finance
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Course, Degree, Programme, ??
 Course
 Course is a unit of teaching, which encompasses various
topics, that typically lasts one semester, is led by one or more
faculty and has a fixed registered students.
 Programme
 Cohesive arrangement of courses, co-cuuricular and
extra- curricular activities to accomplish predetermined
objectives leading to the awarding of a degree.
 Degree
 Academic award conferred upon a student on
successful completion of a program designed to
achieve the defined attributes
Vision and Mission
 Vision is a futuristic statement that the institution / department would
like to achieve over a long period of time
 Mission statements are essentially the means to achieve the vision

 For example,
 Vision: Create high-quality engineering professionals
 Mission: offer a well-balanced programme of instruction,
practical experience, and opportunities for overall
personality development.
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Program Educational Objectives (PEOs)
 Program educational objectives are broad statements that describe

the career and professional accomplishments that the program is
preparing the graduates to achieve.
 Guidelines for the PEOs

 PEOs should be consistent with the mission of the Institution
 The number of PEOs should be manageable
 PEOs should be achievable by the program
 PEOs should be specific to the program and not too broad
 PEOs should be based on the needs of the
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constituencies
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career and professional accomplishments
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How to Evolve Program Educational
Objectives
A) Consultation - Professional Bodies
- Industry - Faculty
- Alumni - Parents
- Students - Data on future
- Management - Data on trends in
development in the profession
B) - Summary of views during consultation

C) - Accepted views - objectives
D) - Identification and designing of courses with defined objectives.
Elective and core courses.
E) - Courses to achieve objectives
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Program Outcomes (POs)
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 Program outcomes are
knowledge, skillsnarrower
and behavior statements that describe what students
are expected to know and be able to do by the time of graduation.
 Guidelines for the POs

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 Program outcomes basically describe knowledge, skills and behavior of

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students as they progress through the program as well as by the time of
Graduate Attributes
graduation.
 POs should not be too broad
 They must align with the Graduate Attributes
 They must reflect all the Graduate Attributes
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Course Outcomes (COs)
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-------------------------------------------
- 4-6)
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
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realistic chance of being accomplished within a semester

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6. Specific enough to be measurable
Student-focused,
Most important and fundamental to

OBE
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Program Specific Criteria
 Program Criteria provide the specificity needed for interpretation of the
bachelor level criteria as applicable to a given discipline.
 Requirements stipulated in the Program Criteria are limited to the areas of
curricular topics and faculty qualifications/expertise.
 Example:
 CSE must include probability and statistics, discrete mathematics, mathematics through
differential and integral calculus; sciences (defined as biological, social, or physical
science); and engineering topics (including computing science) necessary to analyze
software, and systems containing hardware and software components.
 ME must include Principles of engineering, basic science, and mathematics (including
multivariate calculus and differential equations); to model, analyze, design, and realize
physical systems, components or processes; and prepare students to work professionally
in both thermal and mechanical systems areas.
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Publishing and disseminating Vision and
Mission, PEOs, POs, COs
 Awareness to all the stakeholders on the defined Vision
and mission, PEOs, POs, COs
 Publishing in websites, curricula books, display boards
etc.,
 Awareness workshops to students and faculty
periodically
 Prepare stakeholders to reinforce with the activities vis-

à-vis achievement of Vision and mission, PEOs,
POs, COs
How do PEOs, POs and COs relate
COs
♦ GAs
♦ ♦
♦
POs
Mission
PEOs
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Accreditation criteria
1. Vision, Mission and Program Educational Objectives
2. Programme Outcomes
3. Programme Curriculum
4. Students’ Performance in the Programme
5. Faculty Contributions
6. Facilities and Technical Support
7. Academic Support Units and Teaching-Learning Process
8. Governance, Institutional Support and Financial Resources
9. Continuous Improvement
Consistency between PEOs and Mission
 EX: to impart quality education for the holistic

development of undergraduate and graduate students
with social responsibility and technically competent
Key Components of Mission statements PEOs
PEO1 PEO2 PEO3
Socially responsible
Technical career
………….
Explain with reason the above correlation

Alignment of defined POs with
Graduate Attributes
Program Outcomes Graduate Attributes of the NBA (a-l)
a b c d e f g h i j k l
(i) Program outcome (…)
(ii) Program outcome (…)
………….
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PEO alignment with POs
Program Educational Objectives Program Outcomes
i ii iii iv v vi vii viii ix .. .. ..
(1) PEO (…)
…….
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Mapping COs with POs
Contribution of courses to program Program outcomes outcomes
Type Units Course No. & Title a b c d e f g h I j k l m n

LAB
4 CHEM30AL General
Chemistry Laboratory
II
LEC
4 EE1 Electrical
Engineering Physics I
LEC 4 EE2 Physics for
Electrical Engineers
OTH 2 EE3 Introduction to
Electrical Engineering
DES 4 EE115D Design Studies in
Electronic Circuits
OTH
1 EE19 Fiat Lux
Freshman Seminar
OTH 2 EE99 Student
Research Program
LEC 4 EE100 Electrical and
Electronic Circuits
Strong Contribution Week Contribution No Contribution 40

Program Curriculum – Components
Course Component Curriculum Content Total Total POs PEOs
(% of total number number of Number of
of credits of the contact credits
program )
hours
Mathematics
Science
Computing
Humanities
Professional core
……………….
………………..
Balance between various components and their

coverage of the PEOs and POs
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Program Curriculum – Balance between
theory and practical
Balance between theory ad practice
Course Course Total Number of contact hours Credits
Code Title Lect Tutorial Practical# Total Hours
ure (T) (P)
(L)
…….. …..
Total
Laboratory work and Project work should contribute towards outcomes

Delivery method and assessment of the course is very key
Project Name Type Achivement PO
Project (….) Design Published PO 3
Project (….) Application/multi-disciplinary Prototype PO2
…….. …………… ………. …………..
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Program Curriculum – Contributions of
professional core
 How the core courses are contributing to PEOS and POs
 Any courses specific to meet any of the PEOS and POs
 Course content contribution to meet the POs
 Draft the content/syllabus in tune
Design experience and engineering problem solving skills are very

important
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Assessment methods and tools
 Direct Assessment Method: using measurable performance

indicators of students
 Exams
 Assignments
 Projects
 Tutorials
 Labs
 Presentations
 Indirect Assessment Method: Ascertaining opinion or self-reports

 Rubrics
 Alumini survey
 Employer survey
 Course-end survey, etc.,.
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Rubric
 Rubrics is set of performance indicators which define

and describe the important component of the work being
completed
 Information to/about individual student competence
(Analytic)
 Communicate expectations
 Diagnosis for purpose of improvement and
feedback
 Overall
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group of students? (Holistic)
Rubrics is set of performance indicators
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Generic or Task Specific ?
 Generic
 General rubric that can be used across similar performance
(used across all communication task or problem solving
tasks)
 Big picture approach
 Element of subjectivity
 Task specific
 Can only be used for a single task
 Focused approach
 Less subjective
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Sample Program Outcome: Student can Work Effectively in Teams
Unsatisfactory Developing Satisfactory Exemplary Score
1 2 3 4
Research & Does not collect Collects very Collects some Collects a great
gather any information limited basic deal of
information relating to the information; information; information; all
topic some relate to most refer to the refer to the topic
the topic topic
Fulfill team’s Does not perform Performs very Performs nearly Performs all
roles & duties any duties assigned little duties all duties duties of
to the team role assigned team
roles
Shares work Always relies on Rarely does the Usually does Always does the
equally others to do the assigned work; the assigned assigned work
work often needs work; rarely without having
reminding needs reminding to be reminded.
Listen to other Is always talking; Usually does Listens, but Listens and
Team mates never allows most of the sometimes talk speaks a fair
anyone else to talking; rarely too much amount
speak allows others to 47
speak
When to Assess
Program Educational Objectives(PEOs)

Few years after
Graduation – 4 to 5
years
Program Outcomes Upon

(POs) graduatio
n
Course Outcomes Upon

(COs) course
completion
PEO Assessment tools
 The data may be collected progressively

 Survey questions should elicit the required information
 Not to confirm the objective
 Ex. PEO: producing the graduates with leadership qualities
 Employer survey
 Q1: At which level/position our graduates (year) are working
in your organization
Assessment Tool (frequency)
Employer satisfaction survey (Yearly)
Alumni survey (Yearly).
Placement records, higher education records
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CO Assessment tools for each course
Assessment Tool
End-of-course surveys
Student comments
Rubrics
Internal Assessment and home assignment
Semester end performance reports
Course performance history plots
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PO Assessment tools for all courses
Assessment Tool
End-of-course surveys (Quarterly).
Instructor evaluation reports (Quarterly).
Department performance report (Quarterly).
Student exit survey (Yearly).
Alumni survey (Yearly).
Alumni Advisory Board (Once or twice yearly).
Student Advisory Committee (Once or twice yearly).
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Summary of assessment methods/tools
Assessment Tool Assessment frequency Assessed by Reviewed by
PEOs Employer survey Every year Institute Institute/Department

Alumni survey Once or twice a Department Institute
Any other
POs Assignments two months Faculty Faculty

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

Examinations Semester end Faculty Faculty/Department
Projects Every six Faculty/Department
Group tasks Faculty
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Assessment of the attainment of PEOs
Assessment tool Specific query/Problem Goal (%) Evaluation(%)
1. PEO (..) Industrial Survey Query (……....) 80% 85%
Alumni Survey Query(…….…) ….. ….
Alumni survey Query (……….) …….… …
…………. ………. ……….. …
2. PEO (..) Industrial Survey Query (……....) 80% 85%
Alumni Survey Query(…….…) ….. ….
…………. ………. ……….. …
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Assessment of the attainment of COs
Assessment tool Specific query/Problem Goal$ (%) Evaluation(%)
1. CO (..) End examination Problem (……....) 80% 85%
Rubric Query(…….…) ….. ….
Alumni survey Query (……….) …….… …
…………. ………. ……….. …
2. CO (..) Assignment Problem (……....) 80% 85%
Industry Survey Query(…….…) ….. ….
…………. ………. ……….. …
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Assessment of the attainment of POs
 POs attainment through each Course

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

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Administrative support for OBE
 Quality Assurance cell
 OBE assessment and evaluation at institutional level
 Program wise assessment semester/year
 Continuous improvement initiatives
 Industrial/alumni advisory body
 Review of the attainment of PEO,PO and suggest improvements
 Program coordinator
 Interacting with course coordinators towards attainment of POs
and review/update the changes required for curriculum
contents
 Course coordinator
 Assess the attainment of COs and review/update the course
delivery and assessment methods
Thank YOU
58
PART - 2
ACCREDITATION MANUAL For
UNDERGRADUATE
ENGINEERING
PROGRAMM ES
(TIER – I)
AUTHORITIES OF
NBA
(i) The General
Council
(ii) The Executive
Committee
(iii) The
President
NBA Committees for Accreditation
Evaluation and Accreditation Committee (EAC)
• The chairman of the EAC, appointed by the
EC,
• Three experts from the respective (wit
h
discipline 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 6 0 % in each criteria
• accreditation for 5 years under TIER-I system.
• minimum of 600 points in aggregate (without
any stipulation),
• prospective candidate for accreditation under
TIER-I.
Accreditation under TIER-
II
• a minimum of 750 points in aggregate out
of 1000 points
• minimum score of 60% in mandatory
fields (criterion 1 and criteria 4 to 8 )
• accreditation for 5 years.
• minimum 600 points and 6 0 % score in
mandatory fields (criterion 1 and criteria 4 to 8
) accreditation for two years.
Basic Steps for Online Accreditation
Process
Step 1: Online Registration Process (for
institutions not registered with NBA)
Step 2: Apply for Accreditation
Step 3: Onsite Visit of Evaluation Team to the Institute
Step 4: Consideration of Evaluation Report
by
Evaluation Accreditation Committee
(EAC) Step 5: Issuance of Accreditation Status
Step 6: Appeal against the Accreditation
Status
DOs and DON’Ts for preparing the
DOs:
SAR
The SAR must
• be concise, pointed, and adequate in length and breadth for the
purpose of accreditation.
• provide relevant information as per the format specified for the
individual programme.
• be printed on one side of paper with double spacing, using font
12 Times New Roman, with at least one inch (2.54 cm) margin
on all sides.
• contain carefully compiled and authentic data.
• proper presentation of data in appendices with charts, graphics,
and visuals wherever applicable.
• provide relevant data for the past three years, unless specified
otherwise in the respective programme manual.
DOs and DON’Ts for preparing the
SAR
DON’Ts :
Don’t send the following objects with the SAR:
• Original documents.
• Publications such as books, journals,
newsletters, thesis, etc.
 PROVISIONAL ACCREDITATION OF
NEW PROGRAMMES
 ACCREDITATION VISIT
 360° Feedback
 REDRESSAL PROCESS
PART - 3
Self Assessment Report (SAR)
UG – Tier I
PART
I. Institutional A
Information
I. Name and address of the institution and
1. 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. Name, designation, telephone number, and e-mail

2. address of the contact person for the NBA:
(Instruction: The name of the contact person, with
other details, has to be listed here.)
5/4/2013
70
I. Institutional Cont….
.
Information
I.3 History of the institution (including the date of
. introduction and number of seats of various programmes
of study along with the NBA accreditation, if any) in a
tabular
Year
form Description
............. Institution started with the following

programmes (intake strength)
............. (date) NBA-AICTE accreditation visits and
accreditation granted, if any
.............
Addition of new programmes, increase in
intake strength of the existing programs
and/or accreditation status
(Instruction: History of the institution and its

chronological
development along with the past accreditation records need
5/4/2013
to be listed here.)
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.
Information
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.)
5. Mission and Vision of the Institution:

(The institution needs to specify its Mission and Vision).
6. Organisational Structure:
Organisational chart showing the hierarchy of academics and
administration is to be included
7. Financial status: Govt. (central/state) / grants-in-aid / not-

for- profit / private self-financing / other:
(Instruction: Financial status of the institute has to be
mentioned 5/4/2013
here.) 72
.
Information
I .8 Nature of the trust/society:
Also list other institutions/colleges run by the
trust/society (Instruction: Way of functioning and
activities of the trust/society have to be listed here.)
Name of Year of Establishment Location
the
Institution
I .9 External sources of
funds Name of the CFY CFYm1 CFYm2 CFYm3
external
source
(Instruction: The different sources of the external funds over the

last three financial years are to be listed here.)
5/4/2013
73
.
Information
I. Internally acquired
10 funds:
Name of the
CFY CFYm1 CFYm2 CFYm3
internal
source
Students’ fee
(Instruction: The different sources of the internal

funds over the last three financial years are to be
listed here.)
5/4/2013
74
.
Information
I. 11 Scholarships or any other financial assistance
provided to students?
(Instruction: If any scholarship or financial
assistance
is provided to the students then the details of such
assistance over the last three financial years has to
be listed here. Also mention needs to be made of
the basis for the award of such scholarship)
Details FY CFYm1 CFYm2 CFYm3
Category
Scholarship Assistance
Amount
5/4/2013
75
.
I.Information
Basis/criterion for admission to the institution:
12 All India entrance / state-level entrance /university
entrance / 12th standard mark sheet / others:
(Instruction: The basis/criterion for student intake has
to be listed here.)
I. Total number of engineering students
13
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.)
5/4/2013
76
.
Information
I. Total number of employees

14 (Instruction: Total number of employees,
both
men and women, has to be listed
data may here. The categorised in a
be
teaching and supporting
tabular form as
staff.)
77
.
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 Staff
Items
Min Max Min Max Min Max Min Max
Teaching staff M
in engineering F
Teaching staff M
in science & F
humanities
Non-teaching staff M
F
(Instruction: Staff strength, both teaching and non-teaching, over
the last three academic years has to 5b4/ e2/ l0i1s3ted here.)
78
.
Information
A. Regular
Staff
CAY CAYm2 CAYm3
Item CAYm1
s M in M ax Min M ax
Teaching M M in M ax M in
staff in M ax
engineerin F
g
Teaching M
staff in
science & F
humanitie
sNon- M
teachin
staf
g F
f 5/4/2013
79
II. Departmental
Information
1. Name and address of the department:
2. Name, designation, telephone number, and
e-mail address of the contact person for the NBA:
II.3. History the department including date of
of introduction and number seats of various
programmes
of of study along with the accreditation
NBA
,if any:
Program Description
UG in.............. Started with.................seats in............. Intake
increased to.............in............. Intake increased
to.............in.............
UG in.............. ......................................
......................................
MCA..............
PG in.............. 5/4/2013
80
II. Departmental Cont……
Information .
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 being run in the department
programmes
which share the human resources facilitie wit
thisand department/programme being s h
accredited.)
UG of students:
II.6. Total number 5/4/2013
: 81
Information .
II.7 Mission and Vision of the Department
. (The department is required to specify its Mission
and Vision)
Items
Min. Max. Min. Min. Max. Max. Min. Max.
Teaching
staff in the
department
Non-
teaching
staff
Total
5/4/2013
82
Information .
II.7.1. Summary of budget for the CFY and the actual
incurred in the CFYm1, CFYm2 and CFYm3
expenditure
(for the Department):
Items Budg Actual Budgete Actual Budge Actual Budge Actual
eted expense d in ted t ed
s CFYm1 Expens in Expens in Expens
in in CFY (till es in CFYm es in CFYm3 es in
CFY …) CFYm1 2 CFYm2 CFYm3
Laboratory equipment
Software purchase
Laboratory
consumables
Maintenance and
spares
Travel
Miscellaneous
expenses for academic
activities
Total 5/4/2013
83
Information .
III.1. Name of the
Programme UG in
(List name of the programme, graduate’s
as it appears
certificate ontranscript,
and the and abbreviation for the
used programme.)
III.2. Title of the Degree

(List name of the degree title, as it appears on the graduate’s
certificate and transcript, and abbreviation used for the
degree.)
III. 3. Name, designation, telephone number, and e-mail

address of the Programme coordinator for the NBA:
5/4/2013
84
Information .
III.4. History of theprogramme along with theNBA
accreditation, if any:
Program Description
UG in.............. Started with .................seats in .............
Intake increased to ............. in .............
Intake increased to .............
in ............. Accredited in ……….
5. Deficiencies, weaknesses/concerns previous

from accreditations:
6. Total number of students in the programme:
5/4/2013
85
Information .
III.7. Minimum and maximum number of staff for the
current and three previous academic years (1st July to
30th June) in the programme:
Items CAY CAYm1 CAYm2 CAYm3

Min. Max. Min. Min. Max. Max. Min. Max.
Teaching
staff with
the program
Non-
teachin
g staff
5/4/2013
86
III. Programme Specific Cont……
.
information
III.8. Summary of budget for the CFY and the expenditure
actual incurred in the CFYm1, CFYm2 and (exclusively
CFYm3 this programme in the for
Items department):
Budgeted in CFY
Actual Expenses
Actual Expenses
Actual Expenses
Actual expenses
…)
in CFY (till
Budgeted in
Budgeted in
Budgeted in
in CFYm1
in CFYm2
in CFYm3
CFYm2
CFYm3
CFYm1
Software purchase
Laboratory consumables
Maintenance and spares

Travel
Miscellaneous expenses for
academic activities 5/4/2013
Tota 87
l
PART B
1. Vision, Mission and
Programme Educational
Objectives (100)
1. Mission and Vision (5)
1. State the Vision and Mission of the institute
and department (1)
(List and articulate the vision and mission statements
of the institute and department)
2. Indicate how and where the Vision and

Mission are published and disseminated (2)
(Describe in which media (e.g. websites, curricula books) the vision
and mission are published and how these are disseminated among
5/4/2013
stakeholders) 88
1. Vision, Mission and Programme
Educational
Objectives Cont………
(100)
1.1.3. Mention the process for defining Vision
and Mission of the department (2)
(Articulate the process involved in defining the vision and
mission of the department from the vision and mission of the
institute.)
2. Programme Educational Objectives (15)

1. Describe the Programme Educational
Objectives (PEOs) (2)
(List and articulate the programme educational objectives
of the programme under accreditation)

1.2.2. State how and where the PEOs are published
and disseminated (2)
(Describe in which media (e.g. websites, curricula books) the PEOs are 89
published and how these are d5is4/ s/e20m13inated among stakeholders)
Educational
(100)
1.2.3 .List the stakeholders of the programme (1)
(List stakeholders of the programme under consideration
for accreditation and articulate their relevance)
4. State the process for establishing the PEOs (5)

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

(5) (Describe how the Programme Educational Objectives are
consistent with the Mission of the department.)
5/4/2013
90
Educational
(100)
3. Attainment of Programme Educational Objectives
(30)
1. Curriculum towards attainment

Justify the contributions of
of the Programme PEOs
(15) the
(Describe the broad curricular
contribute componentsthat towards the
Educationa attainment of the Programme
l Objectives)
1.3.2 Explain how administrative system helps
in . ensuring the attainment of the PEOs
(15) and their functions, working
(Describe the committees process
and related regulations.)
5/4/2013
91
Educational
(100)
4. Assessment of the attainment of
Programme Educational Objectives (40)
1. Indicate tools and processes used in
assessment of the attainment of the PEOs
(10)
Describe the assessment process that periodically documents and
demonstrates the degree to which the Programme Educational
Objectives are attained. Also include information on:
a) A listing and description of the assessment processes used to gather
the data upon which the evaluation of each programme educational
objective is based. Examples of data collection processes may include,
but are not limited to, employer surveys, graduate surveys, focus
groups, industrial advisory committee meetings, or other processes
b) The
that arefrequency
relevant with which th5/e4s2/to
and appropriate e0athe
13ssessment processes are
programme;
carried out
92
Educational
(100)
2. Give evidences for the attainment of the PEOs

(30)
a) The expected level of attainment for each of the

program educational objectives;
b) Summaries of the results of the evaluation processes and

an analysis illustrating the extent to which each of the
programme educational objectives is
being attained; and
c) How the results are documented

5/4/2013
and maintained.
93
Educational
(100)
1.5. Indicate how results of theassessment of

achievement of the PEOs have been used for redefining
the PEOs (10)
(Articulate with rationale how the results of the evaluation of PEOs have
been used to review/redefine the PEOs)
5/4/2013
94
2. Programme Outcomes
(225)
2.1. Definitionand Validation of Outcomes
Course Programme Outcomes (30) and
1. List the Course Outcomes(COs) and

Programme Outcomes (POs) (2)
(List the course outcomes of the courses in programme
curriculum and programme outcomes of the programme under
accreditation)
2. 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 5/4/2013
among stakeholders)
95
2. Programme Outcomes Cont……
(225)
3. Indicate processes employed for defining of the POs (5)
(Describe the process that periodically documents and demonstrates
that the POs are defined in alignment with the graduate attributes
prescribed by the NBA.)
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)
5/4/2013
96
(225)
2. Attainment of Programme Outcomes (40)
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. Explain how modes of delivery of courses help

in attainment of the POs (10)
(Describe the different course delivery methods/modes (e.g. lecture
interspersed with discussion, asynchronous mode of interaction, group
discussion, project etc.) used to deliver the courses and justify the
effectiveness of these methods for the attainment of the POs. This may
be further justified using the indirect assessment methods such as
course-
end 5/4/2013
surveys.) 97
(225)
3. Indicate how assessment tools used to assess the impact
of delivery of course/course content contribute towards
the attainment of course outcomes/programme
outcomes (10)
(Describe different types of course assessment and evaluation
methods (both direct and indirect) in practice and their relevance
towards the attainment of POs. )
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)
5 4/ 2
/ 0 13
programme curriculum
carried as part of the contr ib u t e towards the attainment of the
POs.)
98
(225)
3. Assessment of the attainment of the
Programme Outcomes (125)
1. Describe assessment tools and processes used
for assessing the attainment of each PO (25)
Describe the assessment process that periodically documents
and demonstrates the degree to which the Programme
Outcomes are attained. Also include information on:
a) A listing and description of the assessment processes used to gather the
data upon which the evaluation of each the programme educational
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 these5/4/2013

assessment processes are carried out.
99
(225)
2.3.1. Describe assessment tools and processes used
for assessing the attainment of each PO (25)
Describe the assessment process that periodically documents and

demonstrates the degree to which the Programme Outcomes are attained.
Also include information on:
a) A listing and description of the assessment processes used to gather the

data upon which the evaluation of each the programme educational
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 these5a4/ s/s2e01s3sment processes are carried

out.
100
(225)
2.3.2. Indicate results of assessment of each PO
(100)
c) The expected level of attainment for each of the
program outcomes;
d) Summaries of the results of the evaluation processes

and an analysis illustrating the extent to which each of
the programme outcomes are attained; and
e) How the results are documented and

maintained.
2.4. Use of assessment results towards improvement
of the programme (30)
5/4/2013
101
(225)
4.Indicate results of assessment of each PO (100)
2.4.1.Indicate how results of assessment used for
curricular
improvements (5)
(Articulate with rationale the curricular improvements brought in
after the review of the attainment of the POs)
2. 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) 5/4/2013
(Articulate with rationale how the results of the evaluation of the 102
POs have been used to review/redefine the POs in line with the
Graduate Attributes of the NBA.)
3. Programme Curriculum
(125)
1. Curriculum (20)
1. Describe the Structure of the Curriculum
(5)
Cours Course Total Number of contact hours Credits
e Title Lectur Tutorial Practical Total
Code e (T) # (P) Hours
(L)
…….. …..
Total
#Seminars, project works may be considered as

practical
5/4/2013
103
3. Programme Curriculum Cont……
(125)
2. Give the Prerequisite flow chart of courses (5)
(Draw the schematic of the prerequisites of the courses in the
curriculum)
3. Justify how the programme curriculum

satisfies the program specific criteria (10)
(Justify how the programme curriculum satisfies the program
specific criteria specified by the American professional societies
relevant to the programme under accreditation)
5/4/2013
104
(125)
3.2. State thecomponents of thecurriculum and
their relevance to the POs and the PEOs (15)
Programme curriculum grouping based on different
components PEOs
Course Curriculu Total number Total POs
Componen m Content of Number
t ( % of total contact of
number of credits
hours
credits of
the
Mathematics programme
Science )
Computing
Humanities
Professiona
l core
……………….
………………. 5/4/2013
.
105
(125)
3.3. State core engineering subjects and their relevance
to Programme Outcomes including design
experience
(60) curriculum
(Describe are giving
howthethe
learning
core experience
engineeringwith
subjects
complex
in engineering thethe
problems)
3.4. Industry interaction/internship
(10) (Give the details of industry programme such
involvement in the as industry-attached delivery of courses
and internship
laboratories andopportunities
partial for
students)
3.5. 3.5.1
Curriculum Development
State the process for(15)
designing the
programme curriculum (5)
(Describe the process that periodically
documents and
demonstrates howthe programme curriculum is evolved con
5/4/2013
sidering the PEOs and the POs)
106
(125)
3.5.2. Illustrate the measures and processes used
to improve courses and curriculum (10)
(Articulate the process involved in identifying the requirements for
improvements in courses and curriculum and provide the evidence
of continuous improvement of courses and curriculum)
6. Course Syllabi (5)

(Include, in appendix, a syllabus for each course used. Syllabi
format should be consistent and shouldn’t exceed two pages.)
• The syllabi format may include:
• Department, course number, and title of course
• Designation as a required or elective course
• Pre-requisites
• Contact hours and type of course (lecture, tutorial, seminar, project
etc.,.) Course Assessment methods(both continuous and semester-end
assessment)
• Course outcomes
• Topics covered
• Text books, and/or reference
ma5te4/ r/i2a0l13 107
4. Students’ Performance
(75)
Admission intake in the
programme CAY CAY CAY CA
Ite
m m1 m2
Sanctioned intake strength in Y

the programme (N) m3
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 +
(N1 programme 5/4/2013
N2) 108
4. Students’ Performance Cont……
(75)
Success Rate (20)
Provide data for the past seven batches of
students
Year of entry (in Number of Students Number of students
reverse admitted in 1st whohave successfu* lly
complete
year
chronologica d
+ admitted via
l order lateral entry in 1st 2nd 3rd 4th
2nd year (N1 + year year year year
CAY N2)
CAYm
1
CAYm
2
CAYm
3
CAYm4
(LYG)*
(LYGm s2u)ccessfully completed implies
CAYm5
5 4/ / 20 1 3
109
z(LYGm1)
e r o b a cklogs
(75)
Success rate = 20 × mean of success index (SI) for past
three batches
SI = (Number of students who graduated from
the programme in the stipulated period of course
duration)
/(Number of students admitted in the first year of that
batch
Item and admitted in 2nd yearLYG
via lateralLYGm1
entry) LYGm2
(CAYm4) (CAYm5) (CAYm6)
Number of students admitted in the
corresponding
First Year + admitted via lateral
entry in 2nd year
Number of students who have
graduated in the stipulated period
Success index (SI)
Average SI
Success
= ..................................................................
rate = 20 × Average
S5I4/ =2/ .0..1...3............................ 110
(75)
Academic Performance
(20)
API = Academic performance index
= Mean of cumulative grade point average
(CGPA) of all successful students on a 10-
point CGPA system
Or = (Mean of the percentage of marks of all
successful students)/10
Assessment = 2 × API
Average Assessment for three
Years
5/4/2013
111
(75)
4.2.1. Placement and Higher Studies (20)
Assessment Points = 20 × (x + 1.25y)/N
where, x = Number of students placed
Number
of
11
maximu
students 2
admitted for higher m

(75)
Item LYG LYG LYG
m1 m2
Number of admitted students corresponding
to LYG including lateral entry (N)
Number of students who obtained jobs as per
the
record of placement office (x1)
Number of students who found employment
otherwise at the end of the final year (x2)
x = x1 + x2
Number of students who opted for higher studies
with valid qualifying scores/ranks (y)
Assessment points
Average assessment points 5/4/2013
= 113
(75)
Professional Activities (15)
1. Professional societies / chapters
and organising engineering events
(3)
(Instruction: The institution may provide data for past
three years).
2. Organisation of paper contests, design contests,

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

etc.
(3)
114
(Instruction: The institution may list the publications

(75)
Professional Activities (15)
4. Entrepreneurship initiatives,product
designs, and innovations (3)
(Instruction: The institution may specify the
efforts
and achievements.)
5. Publications and awards in inter-institute events by

students of the programme of study (3)
(Instruction: The institution may
provide a table indicating those
publications, which fetched awards
to students5/4/2013
in the events/conferences
organised by 115
other institutes. A tabulated list of all other student

5. Faculty Contributions
(175)
List of Faculty Members: Exclusively for the
Programme
/ Shared
Name of
with
Qualification,
other Programmes
Designation and Distribution of Number of IPRs R&D and Holdin Interac
the university, and date of teaching load ( % ) research consultan g an t
faculty year of graduation joining the 1st Year UG PG publications c y work incuba ion
membe institution in journals with t ion with
r and amount unit outsid
conferences e
since joining world
5/4/2013
116
5. Faculty Contributions Cont……
(175)
5.1 Student-Teacher Ratio (STR)
(20)
Assessment
STR is desired=to be 20
15 × or15/STR; subject
maximum
superior to assessment
STR = (x + y + of 20
where,
z)/N1 = Number of students in 2nd year
th x of programme
e y = Number of students in 3rd year
th programme
of
e z = Number of students in 4th year
th of programme
e N1 = Total number of faculty
the members
programme in (by considering
fractional load5)/4/2013
117
(175)
Year x y Z x+y+z N1 STR Assessment

(max. =
20)
CAYm2
CAYm1
CAY
Average
assessment
5/4/2013
118
(175)
For Item nos. 5. 2 to 5. 8, the denominator term
(N) is computed as follows:
N = Maximum {N1, N2}
N1 = Total number of faculty members in the
programme (considering
fractional the
load) Number of faculty positions needed
stu dYeN2
enatr- forN1 achNer2
rat Noi =ofM1a5x.. (N1,
te N2)
=
CAYm2
CAYm1
CAY 5/4/2013
119
(175)
5.2. Faculty Cadre Ratio
(20)
Assessmen = 20 × CRI
t where, = Cadre ratio index
CRI = 2.25 × (2x + y)/N; subject to max. CRI =
where, x 1.0
y = Number of professors in the programme
= Number of associate professors in the
programme programme
Year x y N CRI Assessment
CAYm2
CAYm1
CAY
Average
assessment
5/4/2013
120
(175)
5.3. Faculty Qualifications
(30)
Assessment = 6 × FQI
where, FQI = Faculty qualification index
= (10x + 6y + 2z0)/N2
such that, x + y +z0 ≤ N2; and z0 ≤ z
where, x = Number of faculty members with PhD
y = Number of faculty members with ME/ M Tech
Z = Number of faculty members with B.E/B.Tech
x y N FQI Assessment
CAYm2
CAYm1
CAY
Average
5/4/2013
assessment 121
(175)
4. Faculty Qualifications (30)
Faculty Competencies correlation to Programme
Specific Criteria (15)
(Provide evidence that program curriculum satisfies the applicable
programme criteria specified by the appropriate American
professional associations such as ASME, IEEE and ACM. You may list
the programme specific criteria and the competencies
(specialisation, research publication, course developments etc.,) of
faculty to correlate the programme specific criteria and
competencies)
5. Faculty as participants/resource persons in faculty
development/training activities (15)
(Instruction: A faculty member scores maximum five points for a participation
/resource person.)
Participant/resource person in two week faculty development programme : 5 points
Participant/resource person in one w5/e4e2/ k0f1a3culty development programme : 3
Points
122
(175)
max. 5 per faculty
Name of the faculty CAYm2 CAYm1 CAY
Sum
N (Number of faculty positions
required for an STR of 15)
Assessment = 3 × Sum/N
Average
assessment
5/4/2013
123
(175)
5.6. Faculty Retention
(15)
Assessment = 3 × RPI/N
where RPI = Retention point index

= Points assigned to all
faculty members
5/4/2013
124
(175)
where points assigned to a faculty member = 1 point for each
year of experience at the institute but not exceeding 5.
Ite CAYm2 CAYm1
m CAY
Number of faculty members with experience
of less than l year (x0)
Number of faculty members with 1 to 2
years experience (x1)
Number of faculty members with more than
5 years experience (x5)
N
RPI = x1 + 2x2 + 3x3 + 4x4 + 5x5
5/4A/2s0s13es Average
125
sment assessment
(175)
5.7. Faculty Research Publications (FRP) (20)
Assessment of FRP = 4 × (Sum of the research
publication points scored by each faculty
member)/N
(Instruction: A faculty member scores maximum five research

publication points depending upon the quality of the research
papers and books published in the past three years.)
The research papers considered are those (i) which can be

located on Internet and/or are included in hard-copy
volumes/proceedings, published by reputed publishers, and
(ii) the faculty member’s affiliation, in the published
papers/books, is of the current institution.
5/4/2013
126
(175)
Include a list of all such publications and IPRs along
with details of DOI, publisher, month/year, etc.
Name of the faculty FRP points (max. 5 per faculty)

(contributing to CAYm2 CAYm1 CAY
FRP)
Sum
N (Number of faculty
positions required for
an STR of 15)
Assessment of FRP = 4 ×
Sum/N 5/4/2013
127
Average
assessment
(175)
5.8. Faculty Intellectual Property Rights (FIPR) (10)
Assessment of FIPR = 2 × (Sum of the FIPR points scored by each
faculty member)/N
(Instruction: A faculty member scores maximum five FIPR points
each year??. FIPR includes awarded national/international patents,
design, and copyrights.)
FIPR points (max. 5
Name of faculty per faculty
member (contributing member)
to FIPR) CAYm2 CAYm1 CAY
.................
.................
.................
Sum
N 128
Assessment of FIPR = 2 × Sum/N

(175)
5.9. Funded R&D Projects and Consultancy
(FRDC) Work (20)
Assessment of R&D and consultancy projects = 4 × (Sum
of FRDC by each faculty member)//N (Instruction:
A faculty member scores maximum 5 points,
depending upon the amount.) A suggested scheme
is given below for a minimum amount of Rs. 1
lakh:
Five points for funding by national agency, Four

points for funding by state agency,
Four points for funding by private sector, and
Two points for funding by the
sponsoring trust/societ 5/4/2013
y. 129
(175)
FPPC points (max. 5 per

Name of faculty faculty member)
member (contributing CAYm CAYm1 CAY
to FPPC) 2
......................
......................
Sum
N
Assessment of FRDC = 4
× Sum/N Average assessment
5/4/2013
130
(175)
5.10. Faculty Interaction with Outside World (10)
FIP = Faculty interaction points
Assessment = 2 × (Sum of FIP by each faculty member)/N
(Instruction: A faculty member gets maximum five interaction
points, depending upon the type of institution or R&D laboratory
or industry, as follows)
Five points for interaction with a reputed institution abroad, institution of

eminence in India, or national research laboratories,
Three points for interaction with institution/industry (not covered earlier).
Points to be awarded, for those activities, which result in joint efforts

in publication of books/research paper, pursuing externally funded
R&D / consultancy projects and/or development of semester-long
course / teaching modules.
5/4/2013
131
(175)
Name of faculty FIP points

member (contributing CAYm2 CAYm1 CAY
to FIP)
...........................
...........................
Sum
N
Assessment of FIP = 2 × Sum/N
Average
assessment
5/4/2013
132
6. Facilities and Technical Support
(75)
5.10. Description of classrooms, faculty rooms,
seminar, and conference halls: (Entries in the
following table are sampler entries)
Room description Usage Shared / Cap Rooms equipped with
exclusive a PC, Internet, Book
city rack, meeting space,
etc.
No. of Classrooms Classroo
m for 2nd
year
Tutorial rooms
No. of
Seminar
rooms
No. of
Meeting
rooms
133
No. of Faculty rooms
(n) 5/4/2013
6. Facilities and Technical Support Cont……..
(75)
1. Classrooms in the Department (20)
1. Adequate number of rooms for lectures
(core/electives), seminars, tutorials, etc., for
the program (10)
(Instruction: Assessment based on the
information provided in the preceding table.)
2. Teaching aids---multimedia projectors, etc.
(5)
(Instruction: List the various teaching aids
available)
3. Acoustics, classroom size, conditions of chairs/benches,
air circulation, lighting, exits, ambience, and such other
amenities/facilities (5)
(Instruction: Assessment based on the informationprovided in the
preceding table and the inspection thereof.)
5/4/2013
134
(75)
2. Faculty Rooms in the Department (15)
1. Availability of individual faculty rooms (5)

(Instruction: Assessment based on the information
provided in the preceding table)
2. Room equipped with white / black board,

computer, Internet, and such other
amenities
/facilities (5)
(Instruction: Assessment based on the information provided
in the preceding table)
5/4/2013
135
(75)
6.2.3. Usage of room for counselling/discussion
with students (5)
(Instruction: Assessment based on the information provided in the
preceding table and the inspection thereof.)
The following table is required for the subsequent criteria.

Laboratory Exclusiv Space, Number of Quality of Laborator
description e use / number experimen instrume y manuals
in the shared of t s n ts
students
curriculum
5/4/2013
136
(75)
3. Laboratories in the Department to meet
the Curriculum Requirements and the POs
(25)
1. Adequate, well-equipped laboratories to meet

the curriculum requirements and the POs (10)
2. Availability of computing facilities in

the department (5)
5/4/2013
137
(75)
6.3.3. Availability of laboratories with technical support
within and beyond working hours (5)
(Instruction: Assessment based on the information
provided in the preceding table.)
6.4.4. Equipment to run experiments and their

maintenance, number of students per
experimental setup, size of the laboratories, overall
ambience, etc. (5) (Instruction: Assessment based on the
5/4/2013
138
(75)
6.4. Technical Manpower Support in the Department
(15)
Name of Designat Exclusive / Date of Qualification Other Resp
the i on share joining At Now technica onsi
technica (pay- d Joinin l skills
l scale) work g bilit
y
staff gained
5/4/2013
139
(75)
1. Availability of adequate and qualified
technical supporting staff for programme-
specific laboratories (10)
(Instruction: Assessment based on the information provided in
the preceding table.)
2. Incentives, skill-upgrade, and professional

advancement (5)
(Instruction: Assessment based on the information provided in
the preceding table.)
5/4/2013
140
7. Academic Support Units and
Teaching- Learning Process (75)
Students’ Admission
Admission intake (for information
only)
Item CAY CAYm1 CAYm2 CAYm3
Sanctioned intake strength in
the institute (N)
Number of students admitted on
merit basis (N1)
Number of students admitted on
management quota/otherwise (N2)
Total number of admitted students
in the institute (N1 + N2)
(Instruction: The intake of the students during the last three years
the sanctioned capacity may be
against
repo5r4/ t/e2d01h3ere.) 141
Teaching-
Learning Process Cont……
.
(75)
Admission quality (for information only)
Divide the total admitted ranks (or percentage
marks) into five or a few more meaningful ranges
Rank range CAY CAYm1 CAYm2 CAYm3
More than 98
percentile
95--98 percentile
90--95 percentile
80--90 percentile
......................
......................
Admitted without rank
(Instruction: The admission quality of the students in terms of their ranks in
the entrance examination may be presented here.)
Tabular data for estimating student-teacher ratio and faculty qualification for
5/4/2013
first common
year
courses 142
Teaching-
.
(75)
List of faculty members teaching first year
courses:
Name Qualifi Designa
Department
with Distribution of
of c ation tion oining th which te aching load
institutio associated
faculty n (%)
membe 1st year UG PG
r
(Instruction: The institution may list here the faculty

members engaged in first year teaching along with other
relevant data.)
5/4/2013
143
Teaching-
.
(75)
7.1. Academic Support Units
(35) 7.1.1 Assessment of First Year Student
Rati . Teacher (FYSTR) (10)
o Data for first year courses to calculate the
YearFYSTR: Number of Number of faculty FYSTR Assessment = (10 ×
students members 15)/ FYSTR (Max. is
(approve (considering 10)
d intake fractional
strength) load)
CAYm2
CAYm1
CAY
Averag
e
assessment 5/4/2013
144
Teaching-
.
(75)
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 = ≤ N and zof0 ≤faculty
Number Z members with PhD
= Number of faculty members with
y ME/MTech/NET- Qualified/MPhil
z = Number of faculty members
with BE/BTech/MSc/MCA/MA
N = Number of faculty members
needed
for FYSTR of 5/4/2013
25 145
Teaching-
.
(75)
7.1.2. Assessment of Faculty Qualification Teaching
Assessment of qualification = 3 × (5x + 3y + 2z0)/N, where x + y
+ z0
x = ≤ N and zof0 ≤faculty
Number Z members with PhD
= Number of faculty members with
y ME/MTech/NET- Qualified/MPhil
z = Number of faculty members
with BE/BTech/MSc/MCA/MA
N = Number of faculty members
needed
for FYSTR of 25 5/4/2013
146
Teaching-
.
(75)
Year x y z N Assessment of faculty
qualification
CAYm2
CAYm1
CAY
Average assessment
of faculty
qualification
5/4/2013
147
Teaching-
.
(75)
7.1.3. Basic science/engineering laboratories
(adequacy of space, number of students per
batch, quality and availability of measuring
instruments, laboratory manuals, list of
experiments)
Laboratory Space,
(8)
Softwar Type of Quality of Laborator
number e used experime instrument y manuals
descriptio of n ts s
n
students
(Instruction: The institution needs to mention the details for the basic
science/engineering laboratories for the first year courses. The descriptors as
listed here are suggestive in nature.)
5/4/2013
148
Teaching-
.
(75)
7.1.4. Language laboratory (2)
Language Space, Softwar Type of Quality of Guidance
laborator number e used experiment instrument
y of s s
students
(Instruction: The institution may provide the details of the language

laboratory. The descriptors as listed here are not exhaustive).
5/4/2013
149
Teaching-
.
(75)
2. Teaching – Learning Process(40)
1. Tutorial classes to address student
questions: size of tutorial
classes, hours
per
subject given in the timetable (5)
Provision of tutorial classes
in timetable:
YES/NO
Tutorial classes taken by faculty /
teaching assistants / senior
Numberstudents of stud5/e/4/n20t1s3 per tutorial
150
class:
others...................
Number of tutorial classes
Teaching-
.
(75)
Number of subjects with tutorials: 1st year...........
2nd year........... 3rd year........... 4th year...............
(Instruction: Here the institution may report the details

of the tutorial classes that are being conducted on
various subjects and also state the impact of such
tutorial classes).
5/4/2013
151
Teaching-
.
(75)
Nuber of subjects with tutorials: 1st year...........

2nd year........... 3rd year........... 4th year...............
(Instruction: Here the institution may report the details

of the tutorial classes that are being conducted on
various subjects and also state the impact of such
tutorial classes).
5/4/2013
152
Teaching-
.
(75)
7.2.2. Mentoring system to help at individual levels
(5) Type of mentoring: Professional guidance /
career advancement / course work specific /
laboratory specific / total development
Number of faculty mentors:
Number of students per mentor :
Frequency of meeting:
(Instruction: Here the institution may report the details of the
mentoring system that has been developed for the students for
various purposes and also state the efficacy of such system).
5/4/2013
153
Teaching-
.
(75)
7.2.3. Feedback analysis and reward / corrective
measures taken, if any (5)
Feedback collected for all courses: YES/NO Specify the
feedback
collection :
Percentage of students participating: Specify the
process
analysis feedback
process
Basis of reward / corrective measures,
: if any:
Number of corrective actions taken in the last three years:
(Instruction: The institution needs to design an effective

feedback questionnaire. It needs to justify that the
feedback mechanism it has
the qualityreally
developed of helps in evaluating teaching and finally contributing
5/4/2013
to teaching).
154
Teaching-
.
(75)
4. Scope for self-learning (5)
(Instruction: The institution needs to specify the scope for self-learning
/ learning beyond syllabus and creation of facilities for self-learning /
learning beyond syllabus.)
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 Cell (5)
(Instruction: The institution may specify the facility
and management
to facilitate career guidance including counselling for higher studies,
systems) interaction for
industry training /internship /placement, 155
Entrepreneurship cell and inc5u/4b/2a0t1io3n facility and impact of such
Teaching-
.
(75)
7. Co-curricular and Extra-curricular Activities (5)
(Instruction: The institution may specify the Co- curricular
and extra-curricular activities, e.g., NCC/NSS,
cultural activities, etc)
8. Sports grounds, facilities, and qualified

sports instructors (5)
(Instruction: The institution may specify the facilities
available and their usage in brief)
5/4/2013
156
8. Governance, Institutional Support
and Financial Resources (75)
1. Campus Infrastructure and Facility (10)
1. Maintenance of academic infrastructure
and facilities (4)
(Instruction: Specify distinct features)
2.Hostel (boys and girls), transportation
facility, and canteen (2)
Hostels No. of rooms No. of
Assistance students
accommodated
Hostel
for
Boys:
Hostel for 5/4/2013
Girls: 157
and Financial Resources (75) Cont…
.
8.1.3. Electricity, power backup, telecom

facility, drinking water, and security (4)
(Instruction: Specify the details of installed capacity, quality,
availability, etc.)
2. Organisation, Governance, and Transparency

(10)
1. Governing body, administrative setup, and
functions of various bodies (2)
(Instruction: List the governing, senate, and all other
academic and administrative bodies; their memberships,
functions, and responsibilities; frequency of the meetings; and
and action taken
attendance reports
therein, sh5/o4u2/ l0d
in a tabular 13be A few sample minutes
form.
annexed.)
of the meetings 158
.
1. Governing body, administrative setup, and

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

promotional policies, etc. (2)
(Instruction: List the published rules, policies, and procedures;
year of publications; and state the extent of awareness among
the employees/students. Also comment on its availability
on Internet, 5/4/2013
etc.) 159
.
3. Decentralisation in working including delegation

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

/ unambiguous information
(3)
(Instruction: Availability and dissemination
5/4/2013
of information through the Internet. 160
Information provisioning in accordance
with the Right to Information Act, 2005).
.
8.3. Budget Allocation, Utilisation, and

Public Accounting (10)
Summary of current financial year’s budget and

the actual expenditure incurred
(exclusively for the institution) for three
previous financial years.
5/4/2013
161
.
Item Budget Expens Expenses Expenses in
e e s in in CFYm1 CFYm2
d in CFY
(till …)
CFY
Infrastructural built-up
Library
Teaching and non-
teaching staff salary
R&D
Travel
Other, specify
(Instruction:
Total The preceding list of items is not exhaustive. One may add
other items if
relevant 5/4/2013
applicable.) 162
.
8.3.1. Adequacy of budget allocation

(4)
8.3.2. Utilisation of allocated funds (5)
(Instruction: Here the institution needs to how
state budget was utilised during the last the
three years.)
8.3.3. Availability of theaudited statements on
the institute’s website (1)
(Instruction: Here the institution needs to state whether the audited
statements are available on its website.)
5/4/2013
163
.
8.4. Programme Specific Budget Allocation, Utilisation

(10) Summary of budget for the CFY and the actual expenditure
incurredin the CFYm1 and CFYm2 (exclusively for this programme in the
department):
Items Budgete Actual Budgete Actual Budgeted Actual
d in expenses d in Expens in CFYm2 Expens
CFY in CFY CFY es in es in
(till …) m1 CFYm1 CFYm2
Software purchase
R&D
Maintenance and spares
Travel
Miscellaneous expenses for
academic activities
Total 5/4/2013
164
.
1. Adequacy of budget allocation (5)

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

(Instruction: Here the institution needs to state how the
budget was utilised during the last three years.)
5/4/2013
165
.
5. Library (20)
1. Library space and ambience, timings and usage,

availability of a qualified librarian and other staff,
library automation, online access, networking, etc.
(5)
(Instruction: Provide information on the following items.).
5/4/2013
166
.
Carpet area of library (in m2) Reading space (in
m2) Number of seats in reading space
Number of users (issue book) per day Number of
users (reading space) per day
Timings: During working day, weekend, and
vacation Number of library staff
Number of library staff with degree in
Library Management Computerisation for
search, indexing, issue/return records Bar
coding used
membership 5/4/2013
Library services on Internet/Intranet
Archives 167
INDEST or other
similar
.
8.5.2. Titles and volumes per title
(4) Number of ...................................
Number of
titles .................................
volumes
Number of Number of Number of
new titles new editions new volumes
added added added
CFYm2
CFYm1
CFY
5/4/2013
168
.
8.5.3. Scholarly journal subscription
(3) Details CFY CFYm1 CFYm2 CFYm3
Science As soft copy
As hard copy
Engg. and Tech. As soft copy
As hard copy
Pharmacy As soft copy
As hard copy
Architecture As soft copy
As hard copy
Hotel Management As soft copy
As hard copy
5/4/2013
169
.
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:
5/4/2013
170
.
8.5.4. Library expenditure on books,
magazines / journals, and miscellaneous
Year Expenditures Comments
contents (5)
Book Magazine/jour Magazine/jou Misc.
n als (for hard r nals (for Content
copy soft copy s
subscription) subscription)
CFYm2
CFYm1
CFY
5/4/2013
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:
Institute’s own e-mail facility to
faculty/students: Security/privacy to e-
mail/Internet users:
(Instruction: The institute may report the availability of Internet
in the 5/4/2013
campus and its quality of service.)
172
.
7. Safety Norms and Checks (5)
1.Checks for wiring and electrical installations for

leakage and earthing (1)
2. Fire-fighting measurements: Effective safety

arrangements with emergency / multiple
and ventilation/exhausts
exits in auditoriums and
classrooms/laboratories,
large fire-fighting equipment
and training, availability of water, and such other
facilities (1)
5/4/2013
173
.
3. Safety of civil structure (1)
4. Handling of hazardous chemicals and such

other activities (2)
(Instruction: The institution may provide evidence that it is taking
enough measures for the safety of the civil structures, fire, electrical
installations, wiring, and safety of handling and disposal of
hazardous substances. Moreover, the institution needs to show the
effectiveness of the measures that it has developed to accomplish
these tasks.)
5/4/2013
174
.
8.8. Counselling and Emergency Medical Care
and First-aid (5)
Availability of counselling facility (1)

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

of the facilities discussed here.)
5/4/2013
175
8. Continuous Improvement
(75)
8.8. Counselling and Emergency Medical Care
and First-aid (5)
From 9.1 to 9.5 the assessment calculation can be done

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

successive years, assessment can be calculated as
Assessment = (b-a)/(100-min (b,a)) + (c-b)/(100-

min(c,b))
5/4/2013
176
9. Continuous Improvement Cont……
.
(75)
9.1. Improvement in Success Index of Students
(5)
From 4. 1
Items LYG LYGm1 LYGm2 Assessment
Success index
9.2. Improvement in Academic Performance

Index of Students (5)
From 4. 2

API
5/4/2013
177
.
(75)
9.3. Improvement in Student-Teacher Ratio
(5)
From
Items 5. 1 CAY CAYm1 CAYm2 Assessment
STR
9.4. Enhancement of Faculty Qualification Index

(5)
From 5. 3
FQI
5/4/2013
178
.
(75)
9.5. Improvement in Faculty Research
Publications, R&D Work and Consultancy
Work (10)
From 5.7 and 5.9

FRP
FPPC
5/4/2013
179
.
(75)Continuing Education (10)
9.6.
In this criterion, the institution needs to specify the
contributory efforts made by the faculty members by
developing the course/laboratory modules, conducting short-
term courses / workshops, etc., for continuing education during
the last three years.
The Institution shall also address if any shortfalls in
attainment of
PEOs, Pos and COs
Module Any other Developed Duration Resourc Target Usage
descriptio contributor / e audienc and
n y institute/ organized persons e citation
by ,
industry etc.
...............
..................
5/4/2013 Assessment =
180
.
(75)New Facility Created (15)
9.7.
Specify new facilities created during the last three
for strengthening the curriculum and/or meeting the POs:
years
9.8 Overall Improvements since last accreditation, any
if otherwise, since the commencement of the programme ,
(20)
Specify the overall improvement:
Specify the Improvement Contributed by List the PO(s), Comments,
strengths brought in which are if any
/ strengthene
weakness d
CAY
CAYm1
CAYm2
.........
……..
5/4/2013
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 the curren

academic year ( ) and the current financial year ( ) t
behalf of the institution. on
I certify that the information provided in this SAR is extracted from

the records and to the best of my knowledge, is correct and
complete.
I understand that any false statement/information of consequence

may lead to rejection of the application for the accreditation for a
period of two or more years. I also understand that the National
Board of Accreditation (NBA) or its sub-committees will have the
right to decide
on the basis of the submitted 5/4/2013
SAR whether the institution should be
182
considered for an accreditation visit.
If the information provided in the SAR is found to be wrong during the visit
or subsequent to grant of accreditation, the NBA has right to withdraw the
grant of accreditation and no accreditation will be allowed for a period of
next two years or more and the fee will be forfeited.
I undertake that the institution shall co-operate the visiting accreditation team,
shall provide all desired information during the visit and arrange for the
meeting as required for accreditation as per the NBA’s provision.
I undertake that, the institution is well aware about the provisions in the
NBA’s accreditation manual concerned for this application, rules, regulations
and notifications in force as on date and the institute shall fully abide to
them.
Place Signature, Name, and Designation of

: the
Date Head of the Institution with

: seal
5/4/2013
183
PART - 4
Guidelines for Evaluators
Functions of Evaluators
•study the SAR provided by the institution/university, and identify
areas where additional information is required and issues 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 Activities Duration
0 Meeting among team members 45 minutes Discuss the schedule and plan of
activities 15 minutes
I Meeting with Management Representative, 30
minutes Head of the Institution, Head of the Department
Visit to central facilities 2 hours
Lunch
Presentation by Head of the Department 30
minutes
Visit to laboratories, library, computing centre 1
hour and other facilities
Visit to classes 30
minutes
Interaction with students 30
II minutes
Meeting among team members 30
minutes
Verification of programme documents/evidence 2
hours
Interaction with faculty members 30
minutes Lunch
Interaction with Management Representative, 30
III
minutes Head of the Institute, Head of the Department
Interaction with stakeholders: alumni, parents, employers 1 hour 30
minutes Preparation of the evaluator’s report 30 minutes
Conduct of exit meeting 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
interaction begin?
industry
 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? How is
design embedded into the programme?
How are the issues of engineering ethics, sustainability and the
environment covered throughout the programme?
Are the students exposed to issues related to globalisation and
changing technologies?
Cont.....
 What proportion of final year projects are industry based? How are they
supervised and managed?
 What proportion of final year projects is research-oriented?
 Is the course material made available to students?
Where do students perform their assignment work? Are separate
working spaces for group work available
 What are the modern tools used for teaching?
 Are students able to learn better from power point presentations?
How much exposure is to local industry practice such as guest
presentations, teaching by visiting faculty, site visits, industry problem
solving, case studies, and industry projects occurring? Are these events
prescribed as part of the overall educational design, or simply included
on the initiative of the local programme/course coordinator?
 How is exposure to professional practice monitored and assessed?
 What site visits are offered? Are site visits active for the students?
Cont.....
 What opportunities are being grasped in industrial design and project work
to take advantage of industry topics or input? Are industry-based projects
supervised or co-supervised by industry people?
 Does industry sponsor the project work?
 Do all students undertake an internship or industrial training?
 Describe the reporting mechanisms and assessment requirements.
 What are the overall quality mechanisms that ensure appropriateness of

outcomes?
 How are academic faculty involved in achieving Graduate Attributes?
 What is the evidence of progress being made on mapping student learning
outcome to POs, including mapping of the outcomes to the Graduate
Attributes?
 What efforts are made to ensure that assessment truly assesses the student
learning outcomes in each subject?
 How are course outcomes and assessment measures at the unit level tracked
to close the loop, on delivery of targeted graduate outcomes?
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? Is there any
project
senior work?
 What professional development (T&L-related) have you received?
 What are faculty workloads like? How do you balance your
load between teaching and research?
 What are the good things that are happening in the programme?
 What are the unwanted things that are happening in the
programme?
 What programme educational objectives and programme outcomes do
the courses you teach support?
TO FACULTY
Cont…
 Are you involved in the assessment/evaluation of programme educational objectives

and programme outcomes? How?
 Are you involved in programme improvements? How?
 Is there sufficient student elective choice in the programmes? Would more choice be
advisable?
 How is the Honours’ program different from the graduate programme?
 Is the development of engineering design skills adequate? How is design embedded
into the programme?
 How are the issues of engineering ethics, sustainability and the environment, and
business studies covered throughout the program?
 Are the students exposed to issues related to globalization and changing
technologies?
 What proportion of final year projects are industry based? How are they supervised
and managed?
 Are lectures recorded and made available to students?
 What professional society are you a member of? Are you active? Do you hold any
office?
TO FACULTY
Cont…….
 How do you ensure that appropriate assessment techniques are being used?
 How much time do you spend on professional development?
 Does the same instructor usually teach both lecture and laboratory
portions of related courses? If not, how do they coordinate?
 Is the salary structure satisfactory? What additional benefits are included?
 What unique or unusual teaching methods are used in your department?
 Do you maintain regular contacts with industry? How?
 How has the industrial-institute partnership cell affected POs?
 Are the support departments providing appropriate educational services for
your students?
 Is there adequate secretarial and technician service available to you?
 How do you balance your load between teaching and research?
 Have you acquired any additional qualification to provide effective
teaching?
 How is you industrial experience if any relevant to this program?
TO FACULTY
Cont…….
 What is your role in the continuous improvement of the programme?
 What are the roles of the Head of the Department, Course coordinators and
staff members in program review and quality improvement?
 How often does the staff meet as a teaching team to discuss program
improvement issues?
 What are other consultation/grievances mechanisms available?

TO STUDENTS
 How has your educational experience measured up to your expectations?
 Comment on facilities such as laboratory, IT access, information resources

and project work.
 Are you providing feedback as part of a quality/programme improvement

mechanism?
 To extent does the programme provide for your personal and

what
professional development? Are there measures of your
capabilities
personal development and performance such as
leadership, management, communication and team-work, presentation
skills, self learning capacity etc? Are these systematically addressed in
subjects studied?
 Have issues such as globalisation, ethics and sustainable practices been

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

open ended?
 What has been the nature of project-based learning activity in
programme?
the Have you been confronted with multi-disciplinary, open-ended,
complex projects? Has it been necessary to consider factors such as social,
environmental, safe practices and ethical matters?
 Have you been involved in any team based learning activities yet? Have you
become a good team player and/or team leader? Are you assessed for your
team performance?
 What input do you have to the quality system, through surveys, input to the
processes of educational design and continuous improvement? Is your feedback
effective? Does it bring about change? Do you hear about improvement made?
 What skills are you expected to acquire at the time of graduation?
 Comment on attainment of program educational objectives.
TO STUDENTS
Cont…….
 To what extent does the program provide for your personal and professional
capabilities development? Are there measures of your personal development
and performance such as team-work, leadership, management,
communication and presentation skills, self learning capacity etc? Are these
systematically addressed in subjects studied?
 Are you acquiring the expected / required skills?
 Are the faculty members competent in the subjects they teach?
 Are faculty members available and helpful to you at times convenient to you?
 Why did you choose this institution/department / programme?
 Are the laboratory equipment/tools/accessories well-maintained?

 How good is the hands-on experience?
 Do you plan to continue your education after graduation? Where? When?
 Do you plan to accept a job after graduation? Where? When?
TO STUDENTS
Cont…….
 What type of job can you get as a graduate of this programme? At what
salary?
 What is your overall view of the programme?
 Would you recommend it to a friend?
 Are you providing feedback as part of a quality/programme improvement
mechanism?
Evaluation Guidelines
Criterion 1: Vision, Mission and Programme Educational Objectives (100)
Minimum qualifying points: 60

Item Item Points Evaluation guidelines/ award of marks
no. description
1.1 Mission and 5  Listing and articulation of the vision and mission
Vision 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…..

no. description
1.2 Programme 15  Listing and articulation of the program educational
objectives of the programme under accreditation (2)
Educational  Description of media (e.g. websites, curricula
Objectives 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 programme’s
stakeholders (5)
 Description as to how the Programme
Educational
Objectives are consistent with the Mission of the

department (5)
Cont…..
no. description
1.3 Attainment of 30  Description of the broad curricular components that contribute towards
Programme the attainment of the Programme Educational Objectives (15)
Educational  Description of the committees and their functions, working processes
Objectives and related regulations (15)
1.4 Assessment of 40  Description of the assessment process that documents and
attainment of demonstrates periodically the degree to which the
Programme Programme Educational Objectives are attained (10)
Educational  Information on: (a) listing and description of the
Objectives assessment processes used to gather the data upon
whichthe 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…..
Item Item description Points Evaluation guidelines/ award of

no. marks
1.5 Indicate how results of 10 Articulation with rationale as to how
assessment the results of the evaluation of the
of achievement of PEOs have been used to
PEOs have been used review/redefine the PEOs (10)
for redefining PEOs
Criterion 2: Programme Outcomes (225)
Item Item Points Evaluation guidelines

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

with
the PEOs (10)
Cont…..
no. description
2.2 Attainment of 40  Correlation between the course outcomes and the
Programme programme outcomes. The strength of the correlation is to
Outcomes be indicated. (10)
 Description of the different course delivery
methods/
modes (e.g. lecture interspersed with discussion,
asynchronous mode of group
interaction,
project etc.) used to deliver the courses and justify
discussion,
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…..
no. description
2.3 Assessment of  Description of the assessment processes that documents
125 attainment of and demonstrates periodically the degree to which the
Programme Programme Outcomes are being attained. (25)
Outcomes  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 specific exam questions, student
to, internally developed assessment
senior
portfolios,project presentations, nationally-normed
exams,
exams, oral exams, focus groups, industrial
advisory committee (b) the frequency with
which theseandassessment processes are carried out (50)
 Information on: (a)The expected level of attainment for
each of the programme outcomes; (b) Summaries of the
results of the evaluation processes and an analysis
illustrating the extent to which each of the programme
outcomes are attained; and (c) How the results are
documented and maintained (50)
Cont…..
Item Item
Points Evaluation guidelines
no. description
2.4 Use of 30  Articulation with rationale the curricular
assessment improvements brought in after the review of
results towards the attainment of the POs (5)
improvement  Articulation with rationale the curricular
of the delivery and assessment improvements
programme brought in after the review of the attainment
of the POs (10)
 Articulation with rationale how the results of
the evaluation of the POs have been used to
review/redefine the POs in line with the
Graduate Attributes of the NBA (15)
Criterion 3: Programme Curriculum (125)
Item
Item description Points Evaluation guidelines
no.
3.1 Curriculum 20  Structure of the curriculum (5)
 Drawing of the schematic of the prerequisites of the
courses in the curriculum (5)
 Evidence that programme curriculum satisfies the
applicable program criteria specified by the
appropriate American professional associations
such as ASME, IEEE and ACM (10)
3.2 Curriculum 15  Detailing of programme curriculum grouping based
components and on different components and their relevance to
relevance to the programme outcomes (15)
Pos and the PEOs
3.3 Core engineering 60  Core engineering subjects and their relevance to
courses and their programme outcomes (10)
relevance to  Description as to how core engineering courses in
Programme the programme curriculum helps in solving complex
Outcomes engineering problems (50)
including design
experience
Criterion 3: Programme Curriculum (125)
Cont …..
Item
no.
3.4 Industry 10  Details of industry’s involvement in the
interaction/internship programme such as industry-attached laboratories
and partial delivery of courses and internship
opportunities for students (10)
3.5 Curriculum 15  Description of the process that periodically
Development 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)
3.6 Course Syllabi 5  Syllabus for each course and also provide the
details of the syllabi format (5)
Criterion 4: Students’ Performance in the Programme (75)
Item Item
no. description
4.1 Success rate 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 20 Assessment = 2 × API

performance 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
Item no. Points Evaluation guidelines
description
4.3 Placement and 20 Assessment = 20 × (x + 1.25y)/N
higher studies 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
4.4 Professional 15  Professional societies / chapters and organising

activities 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)
Item Item
no. description
5.1 Student- 20 Assessment = 20 × 15/STR; subject to max. assessment
teacher 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)
5.2 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…..
Item
no.
5.3 Faculty 30 Assessment = 6 × FQI
qualifications 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
5.4 Faculty 15  Ability of the programme curriculum to
Competencies meet the applicable programme criteria
correlation to specified by the appropriate American
Programme professional associations such as ASME, IEEE
Specific Criteria and ACM
 Listing of the programme specific criteria and the
competencies (specialisation, research
publications,
to correlate the
course
programme
developments
specificetc.
criteria
of faculty
and
competencies)
Cont……
Item
no.
5.5 Faculty as 15 Participant/resource person in two week faculty

participants/resour development programme. (5)
ce persons in Participant/resource person in one week faculty
faculty development programme (3)
development/train Assessment = 3 x SUM / N
ing activities
5.6 Faculty retention 15 Assessment = 4 × RPI/N

Retention point index (RPI) = Sum of the retention
points to all faculty members
One retention point for each year of experience
at the institution, subject to maximum five points
to a faculty member.
Cont…..
Item
description
5.7 Faculty 20 Faculty points in research publications (FRP)
research Assessment of FRP = 4 × (Sum of the research
publications publication points scored by each faculty member)/N
(Instruction: A faculty member scores maximum five
research publication points, each year, depending upon
the quality of the research papers published in the
past three years.)
The research papers considered are those (i) which can
be located on internet and/or are included in hard-
copy volumes/ proceedings, published by well-known
publishers, and (ii) the faculty member’s affiliation, in
the published paper, is of the current institution.
5.8 Faculty 10 Faculty points in IPR (FIPR)

intellectual Assessment of FIPR = 2 × (Sum of the FIPR points
property scored by each faculty member)/N
rights (Instruction: A faculty member scores maximum five
FIPR points each year. IPR includes awarded
national/international patents, books, and copyrights.)
Cont…..
Item
description
5.9 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
5.10 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)
Item Item description Points Evaluation guidelines no.
6.1 Classrooms in the 20  Adequate number of rooms for

department lectures (core/electives), seminars,
tutorials, etc., for the programme (10)
 Teaching aids---multimedia
projectors, etc. (5)
 Acoustics, classroom size,
of chairs/benches, air circulation,
conditions
lighting, exits, ambience, and such other
6.2 Faculty rooms in 15  Availability of individual faculty
the department rooms (5)
 Room equipped with white/black board,
computer, Internet, and other such
Usage of room for discussion/
counselling with students (5)
Criterion 6: Facilities and Technical Support (75)
Cont…..
Item
no.
6.3 Laboratories in the 25  well-equipped laboratories to
department to meet Adequate programme-specific curriculum
the curricular run all
(10)
requirements and the  Availability
the of computing facilities for
POs 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 per
setup, students
experimental size
ambience,of the
laboratories, overall
6.4 Technical manpower 15 (5) Availability of adequate and etc.
support qualified technical supporting staff
for program-
specific laboratories (10)
 Incentives, skill-upgrade, and professional
advancement (5)
Criterion 7: Academic Support Units and Teaching-
Learning Process (75)
Minimum qualifying points:45
Item Item
no. description
7.1 Academic 35  Assessment of First Year Student Teacher
Support Units Ratio (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…..
Item Item
no. description
7.2 Teaching – 40  Tutorial classes to address student
Learning questions: size of tutorial classes, hours per subject
Process timetable (5)
in
 Mentoring system to help at individual levels (5)
 Feedback analysis and reward /
measures taken, if any (5)
corrective
 Scope for self-learning (5)
 Generation of self- facilities,
learning
availability of materials forandlearning
beyond syllabus (5)
 Career Guidance, Training, Placement,
and Entrepreneurship Cell (5)
 Co-curricular and extra-curricular activities (5)
 Sports grounds, facilities, and qualified
sports instructors (5)
Criterion 8: Governance, Institutional Support and
Financial Resources (75)
Item
no.
8.1 Campus 10  Maintenance of academic infrastructure and facilities
infrastructure and (4)
facility  Hostel (boys and girls), transportation facility and
canteen (2)
 Electricity, power backup, telecom facility, drinking
water, and security (4)
8.2 Organisation, 10  Governing body, administrative setup, and functio of

governance, and various bodies (2)
transparency  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 Evaluation guidelines
8.3 Budget allocation, 10  Adequacy of budget allocation (4)

utilisation, and  Utilisation of allocated funds (5)
public accounting  Availability of detailed audited statements of a
receipts and expenditures publicly (1)
8.4 Programme Specific 10  Adequacy of budget allocation (5)

Budget Allocation,  Utilisation of allocated funds (5)
Utilisation
8.5 Library 20  Library space and ambience, timings and usag

availability of a qualified librarian and other s
library automation, online access, and network
 Titles and volumes per title (4)
 Scholarly journal subscriptions (3)
 Digital library (3)
 Library expenditure on books,
magazines/journals, and miscellaneous conte
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 05  Checks for wiring and electrical installations for
and Checks 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 05  Availability of counselling facility

emergency  Arrangement for emergency medical care
medical care  Availability of first-aid unit
and first-aid
Criterion 9: Continuous Improvement (75)
Item
no.
9.1 Improvement in 5 Points must be awarded in proportion to the
success index average improvement in computed SI (in 4.1)
of students over three years.
academic average improvement in computed API (in
performance index 4.2) over three years.
of students
STR average improvement in computed STR
(in 5.1) over three years.
9.4 Enhancement of 5 Points must be awarded in proportion to the
faculty qualification average improvement in computed FQI (in
index 5.3) over three years.
Criterion 9: Continuous Improvement (75)
Cont…..
Item
no.
9.5 Improvement in faculty 10 Points must be awarded in proportion to the
research publication, combined average improvement in
R&D, and consultancy 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 tomodules
course and
(contributing and attending short-term
conducting
courses and workshops) programmes to
gain and/or disseminate their knowledge
in their areas of expertise.
9.7 New facility 15 New facilities in terms
created infrastructure/equipment/facilities
to augment the programme.
9.8 Overall improvement 20 Points must be awarded based on of
since last accreditation, the strengths and weaknesses mentioned added
in
if any, otherwise, the last accreditation visit, and how those
since establishment 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) (Team Chairperson)

(Programme Evaluator 2)
Criterion – 1: Vision, Mission and Programme Educational Objectives
Item Max. Points

Item description Remarks
no. awarded
points
1.1 Mission and Vision 5
1.2 Programme Educational Objectives 15
1.3 Attainment of Programme Educational 30
Objectives
1.4 Assessment of attainment of 40
Programme Educational Objectives
1.5 Indicate how results of assessment of 10
achievement of PEOs have been
used for redefining PEOs
Total 100
Criterion - 2: Programme Outcomes
Max. Points
Item no. Item description Remarks
awarded
points
2.1 Definition and Validation of Course 30
Outcomes and Programme Outcomes
2.2 Attainment of Programme Outcomes 40
2.3 Assessment of attainment of 125

Programme Outcomes
2.4 Use of assessment results towards 30

improvement of programme
Total 225
Findings:
Signature
Criterion - 3: Programme Curriculum
Item Max. Points
no. points awarded
3.1 Curriculum 20
3.2 Curriculum components and relevance 15
to programme outcomes
3.3 Core engineering courses and their 60
relevance to Programme
Outcomes including design
experience
3.4 Industry interaction/internship 10
3.5 Curriculum Development 15
3.6 Course Syllabi 5
Total 125
Findings:
Signature
Criterion - 4: Students’ Performance in the Programme
Item Max. Points

no. awarded
points
4.1 Success rate 20
4.2 Academic performance 20
4.3 Placement and higher 20

studies
4.4 Professional activities 15
Total 75
Findings:
Signature
Criterion 5: Faculty Contributions
Item Item description Max. Points Remarks
no. awarded
points
5.1 Student-teacher ratio 20
5.2 Faculty cadre ratio 20
5.3 Faculty qualifications 30
5.4 Faculty competencies correlation to 15
Programme Specific Criteria
5.5 Faculty as participants/resource persons 15
in faculty development/training activites
5.6 Faculty retention 15
5.7 Faculty research publications 20
5.8 Faculty intellectual property rights 10
5.9 Faculty R&D and consultancy work 20
5.10 Faculty interaction with outside world 10
Total 175
Findings:
Signature
Criterion 6: Facilities and Technical Support
Item Max. Points

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

no. awarded
points
7.1 Academic Support Units 35
7.2 Teaching – Learning 40
Process
Total 75
Findings:
Signature
Criterion 8: Governance, Institutional Support and Financial Resources
Item Max. Points
no. awarded
points
8.1 Campus Infrastructure and Facility 10
8.2 Organisation, Governance, and 10
Transparency
8.3 Budget Allocation, Utilisation, and Public 10
Accounting
8.4 Programme Specific Budget Allocation, 10
Utilisation
8.5 Library 20
8.6 Internet 5
8.7 Safety Norms and Checks 5
Counselling and Emergency Medical Care 5
8.8
and First-aid
Total 75
Findings:
Signature
Criterion 9: Continuous Improvement
Item Max. Points
no. awarded
points
9.1 Improvement in Success Index of Students 5
9.2 Improvement in Academic Performance Index of 5
Students
9.3 Improvement in Student-Teacher Ratio 5
9.4 Enhancement of Faculty Qualification Index 5
9.5 Improvement in Faculty Research Publications, 10
R&D Work and Consultancy Work
9.6 Continuing Education 10
9.7 New Facility Created 15
9.8 Overall Improvements since last accreditation, if 20

any, otherwise, since the commencement of the
programme
Total 75
Findings:
Signature
Experts’ Report on the Strengths, Weaknesses, and Deficiencies, if any.
Strengths:..............................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
............................................................................................................................
Weaknesses:.........................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
.......................................................................................................
Deficiencies, if any: ...........................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
......................................................................................................
Additional remarks, if any: ...............................................................................

..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
Summary of Evaluation
S. Max. Qualifying Points
Criterion Qualified?
No. points points awarded
1 Vision, Mission and Programme 100 60 Yes/No
Educational Objectives
2 Programme Outcomes 225 135 Yes/No
3 Programme Curriculum 125 75 Yes/No
4 Students’ performance 75 45 Yes/No
5 Faculty Contributions 175 105 Yes/No
6 Facilities and technical support 75 45 Yes/No
7 Academic Support Units and 75 45 Yes/No
Teaching-Learning Process
8 Governance, Institutional Support 75 45 Yes/No
and Financial Resources
9 Continuous Improvement 75 45 Yes/No
Total 1000 600

Specific remarks for those criteria in which points awarded are less than the qualifying
points:
.............................................................................................................................
......
.............................................................................................................................
......
.............................................................................................................................
......
.............................................................................................................................
......
.............................................................................................................................
......
.............................................................................................................................
......
.............................................................................................................................
......
.............................................................................................................................
......
.............................................................................................................................
......
.............................................................................................................................
.. ..
(Programme Evaluator1) (Programme Evaluator 2) (Team Chairperson)
.............................................................................................................................
......
.............................................................................................................................
Chairperson’s Report
Name of the programme
Name and address of the institution
Dates of the accreditation visit
Name, designation, and affiliation 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
Cont…..
4. Budget allocation and utilisation, audited statement of accounts.
5. Informative website.
6. Library resources---books and journal holdings.
7. Listing of core, computing, and manufacturing, etc., labs.
8. Records of T&P and career and guidance cells.
9. 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.
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 qualification
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
10. Details of student-faculty ratio
11. Faculty details with their service books, salary details, sample
appointment letters, promotion and award letters/certificates
Programme Specific
Cont…..
P.1 Faculty list with designation, qualification, joining date, publication, R&D,
2 interaction details
P.1 List of faculty publications along with DOIs and publication/citation
3 details
P.1 List of R&D and consultancy projects along with approvals and project
P.1 completion reports
4
5 List and proofs of faculty interaction with outside world
P.1 List of classrooms, faculty rooms

6 List of programme-specific laboratories and computing facility within
P.1 department.
P.1
List of non-teaching staff with their appointment letters, etc.
8
7
List of short-term courses, workshops arranged, and course modules
P.1
P.2 developed
9
0 Records
P.21 Records of
of new programme-specific
overall facility
programme-specific created, if any
improvements, if any
P.2 Curriculum, POs, PEOs, Mission, and Vision statements
2 Correlation of outcomes with the PEOs
P.2 Correlation of course outcomes with the Pos
3
Programme Specific
Cont…..
P.2 Course files, plan of course delivery, question papers, answer scripts,
5 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
.
Continuous improvement in the
P.27
PEOs
.
Improvement in curriculum for
P.28
correlating the POs and the PEOs
.
P.30 Direct and indirect assessment methods to show attainment of the
P.29
. Pos
.
P.31 Stakeholder’s involvement in the process of improvement of the
. PEOs and the Pos
P.32 Collected forms of various indirect assessment tools (e.g. alumni
. survey, employer survey )
Any other documents which may be necessary to evaluate the
SAR
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:
4. Name of Chairperson:
5. Names of visit:
3. Date(s) Evaluators: 1. 2. 3.
4. 5. 6.
7. 8. 9.
10. 11. 12.
6. Please comment on the evaluation methodology adopted by the team during

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

team (Chairperson and evaluators) during the visit?
Whether hospitality was extended to the visiting team? If
yes, please specify the participants and the kind of
hospitality offered.
Signature of the Head of Institution
Thank you for your feedback!

Feedback Form to be filled by the Chairperson about the Institution and Team Members
Purpose
This form is designed to have a fair opinion about the team members who have assisted you during
the visit. This will enable the NBA to improve its system and make it more effective. We thank you in
2. Programme(s) evaluated:
3.
5. Date(s)
Names ofof visit:
Evaluators: 1. 2. 3.
4. 5. 6.
7. 8. 9.
10. 11. 12.
6. Please comment on the evaluation methodology adopted by the evaluators.

7. Whether the evaluators have tendered any advice to improve the system? If
(i) Name (s) of the Evaluator :
(ii) Advice:
8. Whether the evaluators were specific about the relevant topics related to the
programme? If no, please specify.
9. Whether the evaluator interacted with students and faculty in groups or with students
and faculty in private? If yes, please specify the name of the students/faculty .
10. Whether the evaluator has been facilitated by the institution for outdoor
activity? If yes, please specify.
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)
3. Date(s) of visit: evaluated:
5. Names of Evaluator:
6. Name of Co-Evaluator :
7. Please comment on the ability of the chairperson to resolve disputes, if any,

between the evaluators .
8. Whether the chairperson has tendered any advice to improve the system? If
9. Whether the chairperson has extended openness with the evaluators? If no,
10. Whether the chairperson has been facilitated by the institute for outdoor activity. If
yes, please specify .
11. Please comment on the general behaviour and etiquette of the chairperson during
the visit.
12. Please comment on the general behaviour and etiquette of the Head of the
Institution / other key officials.
13. Please comment on the general behaviour and etiquette of the co-
evaluator.
14. Please comment on the cooperation rendered by the co-evaluator.
15. Please comment on the cooperation and coordination rendered by the

institution
Signature of the
Chairperson
Feedback Form to be filled by the Chairperson/Evaluator(s) about Service
Provider
Purpose
This form is designed to have a fair opinion about the Service Provider hired by the NBA. This will enable
the NBA to improve its system and make it more effective. We thank you in advance for the time and effort
you are investing in filling out this form.
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.
V Are you satisfied with the service provided by the Service

Provider? If no, please specify.
*Please strike out whichever is not applicable Signature of the Chairperson/Evaluator

PART - 5
•Heterogeneous System
- (Autonomous and Non-autonomous)
•Tier - I and Tier –II
•Reverse Engineering
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Outcome Based Education and

Part – 2 Accreditation Manual (Contents)

Part – 3 Self Assessment Report (SAR)

Part – 4 Guidelines for Evaluators

 Minimal Vs Input-Output Vs Outcome

 Outcome based education (OBE) – key constituents

 Outcome based accreditation - criteria

 Correlation among outcome based parameters

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

 These graduates may get leadership positions and

 Faculty may also get invitation for lectures, research guidance,

 Industry can hire graduates from accredited institutions for

• Germany –German Accreditation Agency for Study Programs in Engineering

• India –National Board of Accreditation

• Russia –Russian Association for Engineering Education

• Sri Lanka –Institution of Engineers Sri Lanka

RECOGNITI Basis - Education Framework

 Institutional accreditation by National Assessment and

 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

Starting with aclear picture of what is

Then organizing the curriculum,

What the student OBC

• Design/ Development of Solutions: Design solutions for

• The Engineer and Society: Apply reasoning informed by contextual

• Communication: Communicate effectively on complex

 Mission statements are essentially the means to achieve the vision

 Program educational objectives are broad statements that describe

 Guidelines for the PEOs

B) - Summary of views during consultation

 Guidelines for the POs

 Program outcomes basically describe knowledge, skills and behavior of

1. Student-focused, not professor-focused

realistic chance of being accomplished within a semester

Most important and fundamental to

 Prepare stakeholders to reinforce with the activities vis-

4. Students’ Performance in the Programme

6. Facilities and Technical Support

7. Academic Support Units and Teaching-Learning Process

8. Governance, Institutional Support and Financial Resources

 EX: to impart quality education for the holistic

PEO1 PEO2 PEO3

Explain with reason the above correlation

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

(i) Program outcome (…)

(ii) Program outcome (…)

Explain with reason the above correlation

Program Educational Objectives Program Outcomes

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

(1) PEO (…)

Explain with reason the above correlation

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

Strong Contribution Week Contribution No Contribution 40

Balance between various components and their

Laboratory work and Project work should contribute towards outcomes

…….. …………… ………. …………..

Design experience and engineering problem solving skills are very

 Direct Assessment Method: using measurable performance

 Indirect Assessment Method: Ascertaining opinion or self-reports