The document provides information about accreditation and outcome-based education. It discusses the National Board of Accreditation (NBA) which accredits engineering programs in India. The goals of NBA are to develop a quality-conscious technical education system focused on excellence, market relevance, and stakeholder participation. Outcome-based accreditation assesses student performance outcomes, whereas traditional education is more content-driven. Key aspects of outcome-based education include defining learning outcomes, aligning assessments, and using feedback to improve continuously. The accreditation process involves self-assessment based on criteria such as mission, curriculum, faculty, facilities, and continuous improvement.
The document provides an overview of the Electrical and Electronics Engineering department at Jerusalem College of Engineering. It outlines the department's vision and mission to produce competent engineers. It details the department's achievements, faculty, facilities, teaching-learning processes and student performance. The department has received several awards and has carried out funded projects. It aims to assist slow learners and encourage bright students through various programs and incentives.
This document discusses Bloom's Taxonomy and its application in outcome-based education. It begins by outlining Bloom's Taxonomy, which categorizes different levels of thinking skills from basic recall/remembering to more complex analysis, evaluation, and creation. It then discusses how outcome-based education focuses on defining learning outcomes and using assessments to ensure students achieve those outcomes and provide feedback for continuous improvement. The document provides examples of how to write learning outcomes at different levels of Bloom's Taxonomy and outlines the process of defining program outcomes, course outcomes, and mapping course outcomes to program outcomes in an outcome-based education framework.
This document provides an overview of the Department of Computer Science and Engineering at an institution. It includes the vision, mission, program objectives, and outcomes of the department. It also details the department profile including intake numbers, affiliations, and achievements. Physical resources like classrooms, labs, staff rooms and library are outlined. The teaching-learning process including academic calendar, course delivery, monitoring, and additional topics covered are described. Evaluation methods, student activities, and future plans are also summarized.
The document provides an overview of the Department of Mechanical Engineering at a university. It details the department's vision, mission, background including programs offered and faculty profile, strengths such as research output and facilities, and future plans including new courses and facilities to be procured. The department has a strong research focus as seen in projects, publications, citations and collaborations both national and international. It aims to further develop its research capabilities and consultancy areas.
This document outlines the vision, mission, program objectives, and curriculum for an Electrical Engineering department. The vision is to be a center of excellence for electrical engineering education, training, and research. The mission includes offering continuing education programs, developing curricula, instructional materials, and undertaking research and consultancy. The program objectives are to develop technical and research skills, and generic skills. The curriculum spans 4 semesters and includes courses in various electrical engineering topics, laboratory courses, and a thesis. Program outcomes are defined and mapped to the curriculum and graduate attributes. Stakeholder feedback is incorporated into revising the curriculum and objectives. Student performance metrics like admissions, success rate, academic performance and placements are provided.
The document provides information about the Graduate Aptitude Test in Engineering (GATE). GATE is an all-India examination administered by IISc Bangalore and 7 IITs across 8 zones in India. It is used for admission to MTech programs and recruitment by PSUs. The document outlines the eligibility criteria, list of papers, exam schedule, application process, fees, and other details about GATE 2013.
Final Year Project Report Sample for Engineers - IIT and State UniversityHitesh Sharma
A sample report for all final year college students, for Engineering and Management Branch.
Best for Mechanical and Core branch students.
Includes - First Page, Index Style, Abstract, Body, COnsclusion and Designing Methods.
Share and Support this file, thanks and also fo for my other uploads.
Venkatesh Kumar S is seeking a career opportunity utilizing his mechanical engineering and technical skills. He has a Bachelor's degree in Mechanical Engineering from Sudharsan Engineering College with a 7.70 CGPA. He has experience in pipe manufacturing from an internship at Bharath Heavy Electrical Limited and maintenance works from Tamilnadu state transport corporation. His project involved analyzing defects in dissimilar welds of steel grades P-91 and P-22 used in boiler headers. He is proficient in CAD software like AutoCAD, Pro-E, CATIA V5 and FEA tool Ansys.
The document provides an overview of the Electrical and Electronics Engineering department at Jerusalem College of Engineering. It outlines the department's vision and mission to produce competent engineers. It details the department's achievements, faculty, facilities, teaching-learning processes and student performance. The department has received several awards and has carried out funded projects. It aims to assist slow learners and encourage bright students through various programs and incentives.
This document discusses Bloom's Taxonomy and its application in outcome-based education. It begins by outlining Bloom's Taxonomy, which categorizes different levels of thinking skills from basic recall/remembering to more complex analysis, evaluation, and creation. It then discusses how outcome-based education focuses on defining learning outcomes and using assessments to ensure students achieve those outcomes and provide feedback for continuous improvement. The document provides examples of how to write learning outcomes at different levels of Bloom's Taxonomy and outlines the process of defining program outcomes, course outcomes, and mapping course outcomes to program outcomes in an outcome-based education framework.
This document provides an overview of the Department of Computer Science and Engineering at an institution. It includes the vision, mission, program objectives, and outcomes of the department. It also details the department profile including intake numbers, affiliations, and achievements. Physical resources like classrooms, labs, staff rooms and library are outlined. The teaching-learning process including academic calendar, course delivery, monitoring, and additional topics covered are described. Evaluation methods, student activities, and future plans are also summarized.
The document provides an overview of the Department of Mechanical Engineering at a university. It details the department's vision, mission, background including programs offered and faculty profile, strengths such as research output and facilities, and future plans including new courses and facilities to be procured. The department has a strong research focus as seen in projects, publications, citations and collaborations both national and international. It aims to further develop its research capabilities and consultancy areas.
This document outlines the vision, mission, program objectives, and curriculum for an Electrical Engineering department. The vision is to be a center of excellence for electrical engineering education, training, and research. The mission includes offering continuing education programs, developing curricula, instructional materials, and undertaking research and consultancy. The program objectives are to develop technical and research skills, and generic skills. The curriculum spans 4 semesters and includes courses in various electrical engineering topics, laboratory courses, and a thesis. Program outcomes are defined and mapped to the curriculum and graduate attributes. Stakeholder feedback is incorporated into revising the curriculum and objectives. Student performance metrics like admissions, success rate, academic performance and placements are provided.
The document provides information about the Graduate Aptitude Test in Engineering (GATE). GATE is an all-India examination administered by IISc Bangalore and 7 IITs across 8 zones in India. It is used for admission to MTech programs and recruitment by PSUs. The document outlines the eligibility criteria, list of papers, exam schedule, application process, fees, and other details about GATE 2013.
Final Year Project Report Sample for Engineers - IIT and State UniversityHitesh Sharma
A sample report for all final year college students, for Engineering and Management Branch.
Best for Mechanical and Core branch students.
Includes - First Page, Index Style, Abstract, Body, COnsclusion and Designing Methods.
Share and Support this file, thanks and also fo for my other uploads.
Venkatesh Kumar S is seeking a career opportunity utilizing his mechanical engineering and technical skills. He has a Bachelor's degree in Mechanical Engineering from Sudharsan Engineering College with a 7.70 CGPA. He has experience in pipe manufacturing from an internship at Bharath Heavy Electrical Limited and maintenance works from Tamilnadu state transport corporation. His project involved analyzing defects in dissimilar welds of steel grades P-91 and P-22 used in boiler headers. He is proficient in CAD software like AutoCAD, Pro-E, CATIA V5 and FEA tool Ansys.
- PSUs like BHEL, SAIL, IOCL, ONGC, NTPC etc.
- Research organizations like DRDO, BARC, CSIR labs etc.
Junior Research Fellow (JRF):
- CSIR, UGC, ICMR, DBT, DST etc.
Lecturer:
- State government engineering colleges
Faculty:
- Private engineering colleges
What’s next after GATE?
This document outlines the criteria and guidelines for evaluating NBA accreditation of Tier-II institutions. It lists the various program-level and institute-level criteria that will be evaluated, including vision/mission, curriculum, program outcomes, student performance, faculty, facilities, and governance. For each sub-criterion, it provides details on the documentation and data that will be reviewed by the visiting NBA team, such as methods and results for assessing course outcomes, program outcomes, and program-specific outcomes. The goal is to verify that the institution is meeting the defined attainment levels for outcomes.
This document outlines a final project presentation for a mechanical engineering student. The project aims to investigate total pressure distortion patterns downstream of a distortion screen and identify the aerodynamic inlet plane ahead of a compressor. The methodology involves obtaining geometric details of an experimental facility, meshing the fluid domain, imposing boundary conditions from experiments, and obtaining flow solutions using simulation software. Results will be validated with experiments. The presentation covers the project objectives, literature review on distorted intake flows, validation studies, simulation design, solution procedure, results and discussions, conclusions, and suggestions for future work.
This document contains assignments for testing of materials course units 1 through 5. It includes questions related to the importance of material selection and testing, different types of material tests, mechanical tests, non-destructive tests, material characterization tests, and other tests such as thermal analysis and spectroscopy. Students are asked to explain topics like stages of test development, properties from bending tests, principles of hardness tests, and workings of various microscopy, spectroscopy, and thermal analysis techniques. They are also asked to discuss advantages, limitations and applications of different material tests.
Verilog full adder in dataflow & gate level modelling style.Omkar Rane
This document describes two different models for a full adder circuit - a dataflow model and a gate level model. The dataflow model uses assign statements to directly define the sum (s) and carry out (cout) outputs in terms of the inputs (a, b, cin). The gate level model builds the full adder using lower level logic gates like xor, and, or connected via internal wires to compute the sum and carry outputs.
This document outlines the mapping of course outcomes (COs) to program outcomes (POs) and program specific outcomes (PSOs) for a control theory course. It provides the course structure, list of COs, and maps each CO to the relevant POs and PSOs. For each mapping, it identifies the cognitive level and justification. The purpose of the mapping is to assess the attainment of COs, POs, and PSOs for the program.
Jins Johny is a mechanical engineer seeking a senior or managerial position. He has over 2 years of experience as a mechanical engineer at DP World in Jebel Ali Port, UAE. His skills include languages, communication, team management, and presentation. He holds a Bachelor's degree in Mechanical Engineering and additional qualifications in occupational health and safety and process piping design. He is proficient in AutoCAD, Solid Edge, ANSYS, and other software and operating systems.
The document discusses the need for greater interaction between industries and academic institutions in India. It notes that liberalization and globalization have increased competition and the need for quality products and skilled workers. However, interactions are currently low due to a lack of interest from both sides and mismatched goals between academia and industry. Increased cooperation could benefit both sides by improving curriculum, research, faculty quality, and student placements for institutions, and access to skills, technology, and workers for industries. The document provides suggestions for both industries and institutions to develop partnerships through activities like curriculum development, research projects, student training programs, and industry guidance of academic work.
The document provides an overview of microprocessors and the 8085 microprocessor architecture. It discusses that a microprocessor is a programmable VLSI chip that includes an ALU, registers, and control circuits. The 8085 is an 8-bit microprocessor that can address 64KB of memory. It has three main functional blocks - a register array, ALU and logical group, and instruction decoder/timing and control circuitry. The document also describes the various registers, buses, pins and control signals of the 8085 microprocessor.
This document summarizes a career building and awareness seminar for diploma students in electrical and electronics engineering. It discusses the difference between a career and a job, and provides tips for how to build a career by assessing skills, exploring options, creating a plan and goals, expanding skills, and finding work. The document outlines focused branches of study, options after diploloma like higher education or certifications, and discusses government and private sector job opportunities and salaries. It provides the key skills needed in electrical and electronics engineering and advice on choosing the best path forward.
Mechanical engineering involves understanding core concepts in mechanics, kinematics, thermodynamics, materials science, and structural analysis. Mechanical engineers design and analyze machines, manufacturing plants, engines, transport systems, medical devices, and more. Examples of mechanical engineering include bicycles, CD players, video game consoles, snowmobiles, microelectromechanical systems, robotics, composite materials, biomechanics, aerospace engineering, and careers in automotive, manufacturing, utilities, HVAC, and space research industries.
Nba & pre qualifier for accreditationmrinalmanik64
The document discusses the details of pre-qualifiers for NBA accreditation. It explains that NBA accreditation is a process that ensures quality in higher education. It operates on a two-tier system for autonomous and non-autonomous institutions. Pre-qualifiers include basic institution details, program information, faculty and student details, and criteria like student intake percentages and faculty-student ratios. Meeting these pre-qualifiers is essential before applying for NBA accreditation. The duration of accreditation has also been revised to 3 years provisional and 6 years full accreditation.
The document discusses the timing diagram of the 8085 microprocessor. It explains that a timing diagram is a graphical representation of the execution time of each instruction. It then describes the different machine cycles of the 8085 including the opcode fetch cycle, memory read cycle, memory write cycle, I/O read cycle, I/O write cycle, and interrupt acknowledge cycle. It provides details on the T-states within each machine cycle and examples of timing diagrams for different instructions like STA, IN, OUT, MVI, INR and ADD. Finally, it lists several references used to collect information on the 8085 timing diagram.
This document provides a format for submitting project synopses to a convention on entrepreneurship in academia through innovation. The format requires proposals to include the title, team members, objectives, technical details, innovativeness, current development status, market potential, and any additional details. It also provides a sample synopsis for a natural refrigerator project following this format.
The document discusses mechatronics education, research, and development. It proposes establishing curricula and guidelines for mechatronics programs, preparing a list of required lab equipment, and offering educational and training courses. It also suggests developing a strategic research plan, scheduling academic activities, and linking education, research, and industry through surveys of job markets, standards, and automation demands. Finally, it provides examples of mechatronics, embedded systems, and robotics curricula and lab activities that integrate mechanical, electrical, computing, and control disciplines.
This document summarizes a circuit simulation workshop organized by the IEEE HIET Student Branch and the Department of Electronic Engineering at Hamdard Institute of Engineering and Technology. The workshop instructor was Engr. Abdul Haseeb and covered an introduction to Proteus ISIS software for circuit simulation. Key topics included placing components, editing properties, running simulations, and examples like a fuse, flip-flop, power supply ripple analysis, and amplifier. The document thanked various organizers and participants for their support of the event.
Shaurabh Suman has a B.Tech in Electronics and Communication from Batanagar Institute of Engineering Management and Science. He has over 7 years of experience in signaling and telecommunication from Eastern Railway. He is proficient in C, C++, Java, MS Word, and MS PowerPoint. His interests include basic electronics, analog communication, and teaching.
This presentation discusses the support for interrupts in 8051. The interrupt types, interrupts versus polling etc are discussed. The register formats of IE, IP register are discussed. The concept of priority among the interrupts is discussed.
The document discusses stepper motors, including their principle of operation, classification, systems, advantages, and applications. A stepper motor divides a full rotation into steps using magnetic attraction between a rotor and stator. There are three main types - permanent magnet, variable reluctance, and hybrid motors. A stepper motor system consists of an indexer to generate pulses, a driver to power the motor, and the stepper motor itself. Stepper motors offer advantages like high torque, precision positioning, simplicity, and reliability. They are widely used in applications like drives, robotics, industrial machines, security, and medical devices.
Awareness on outcome based education and accreditation processDrSreeLatha
The document discusses accreditation by the National Board of Accreditation (NBA) in India. It provides information on:
1. What NBA is and its goals of developing a quality-conscious technical education system.
2. The benefits of accreditation for institutions, including demonstrating accountability, commitment to excellence, and facilitating continuous quality improvement.
3. The shift from an input-output based accreditation process to an outcome based process focused on evaluating student outcomes.
The document discusses outcome-based education (OBE) and accreditation. It provides definitions for key terms like NBA, accreditation, and OBE. Some key points:
1. NBA is the National Board of Accreditation, an autonomous body that accredits technical education programs in India.
2. Accreditation involves periodic evaluation of programs to ensure they meet standards. It provides quality assurance and improvement.
3. OBE shifts the focus from what is taught to what students learn. It involves designing programs around intended learning outcomes.
4. Implementing OBE and getting accreditation is important for programs to remain competitive and assure quality. It also enables student mobility through
- PSUs like BHEL, SAIL, IOCL, ONGC, NTPC etc.
- Research organizations like DRDO, BARC, CSIR labs etc.
Junior Research Fellow (JRF):
- CSIR, UGC, ICMR, DBT, DST etc.
Lecturer:
- State government engineering colleges
Faculty:
- Private engineering colleges
What’s next after GATE?
This document outlines the criteria and guidelines for evaluating NBA accreditation of Tier-II institutions. It lists the various program-level and institute-level criteria that will be evaluated, including vision/mission, curriculum, program outcomes, student performance, faculty, facilities, and governance. For each sub-criterion, it provides details on the documentation and data that will be reviewed by the visiting NBA team, such as methods and results for assessing course outcomes, program outcomes, and program-specific outcomes. The goal is to verify that the institution is meeting the defined attainment levels for outcomes.
This document outlines a final project presentation for a mechanical engineering student. The project aims to investigate total pressure distortion patterns downstream of a distortion screen and identify the aerodynamic inlet plane ahead of a compressor. The methodology involves obtaining geometric details of an experimental facility, meshing the fluid domain, imposing boundary conditions from experiments, and obtaining flow solutions using simulation software. Results will be validated with experiments. The presentation covers the project objectives, literature review on distorted intake flows, validation studies, simulation design, solution procedure, results and discussions, conclusions, and suggestions for future work.
This document contains assignments for testing of materials course units 1 through 5. It includes questions related to the importance of material selection and testing, different types of material tests, mechanical tests, non-destructive tests, material characterization tests, and other tests such as thermal analysis and spectroscopy. Students are asked to explain topics like stages of test development, properties from bending tests, principles of hardness tests, and workings of various microscopy, spectroscopy, and thermal analysis techniques. They are also asked to discuss advantages, limitations and applications of different material tests.
Verilog full adder in dataflow & gate level modelling style.Omkar Rane
This document describes two different models for a full adder circuit - a dataflow model and a gate level model. The dataflow model uses assign statements to directly define the sum (s) and carry out (cout) outputs in terms of the inputs (a, b, cin). The gate level model builds the full adder using lower level logic gates like xor, and, or connected via internal wires to compute the sum and carry outputs.
This document outlines the mapping of course outcomes (COs) to program outcomes (POs) and program specific outcomes (PSOs) for a control theory course. It provides the course structure, list of COs, and maps each CO to the relevant POs and PSOs. For each mapping, it identifies the cognitive level and justification. The purpose of the mapping is to assess the attainment of COs, POs, and PSOs for the program.
Jins Johny is a mechanical engineer seeking a senior or managerial position. He has over 2 years of experience as a mechanical engineer at DP World in Jebel Ali Port, UAE. His skills include languages, communication, team management, and presentation. He holds a Bachelor's degree in Mechanical Engineering and additional qualifications in occupational health and safety and process piping design. He is proficient in AutoCAD, Solid Edge, ANSYS, and other software and operating systems.
The document discusses the need for greater interaction between industries and academic institutions in India. It notes that liberalization and globalization have increased competition and the need for quality products and skilled workers. However, interactions are currently low due to a lack of interest from both sides and mismatched goals between academia and industry. Increased cooperation could benefit both sides by improving curriculum, research, faculty quality, and student placements for institutions, and access to skills, technology, and workers for industries. The document provides suggestions for both industries and institutions to develop partnerships through activities like curriculum development, research projects, student training programs, and industry guidance of academic work.
The document provides an overview of microprocessors and the 8085 microprocessor architecture. It discusses that a microprocessor is a programmable VLSI chip that includes an ALU, registers, and control circuits. The 8085 is an 8-bit microprocessor that can address 64KB of memory. It has three main functional blocks - a register array, ALU and logical group, and instruction decoder/timing and control circuitry. The document also describes the various registers, buses, pins and control signals of the 8085 microprocessor.
This document summarizes a career building and awareness seminar for diploma students in electrical and electronics engineering. It discusses the difference between a career and a job, and provides tips for how to build a career by assessing skills, exploring options, creating a plan and goals, expanding skills, and finding work. The document outlines focused branches of study, options after diploloma like higher education or certifications, and discusses government and private sector job opportunities and salaries. It provides the key skills needed in electrical and electronics engineering and advice on choosing the best path forward.
Mechanical engineering involves understanding core concepts in mechanics, kinematics, thermodynamics, materials science, and structural analysis. Mechanical engineers design and analyze machines, manufacturing plants, engines, transport systems, medical devices, and more. Examples of mechanical engineering include bicycles, CD players, video game consoles, snowmobiles, microelectromechanical systems, robotics, composite materials, biomechanics, aerospace engineering, and careers in automotive, manufacturing, utilities, HVAC, and space research industries.
Nba & pre qualifier for accreditationmrinalmanik64
The document discusses the details of pre-qualifiers for NBA accreditation. It explains that NBA accreditation is a process that ensures quality in higher education. It operates on a two-tier system for autonomous and non-autonomous institutions. Pre-qualifiers include basic institution details, program information, faculty and student details, and criteria like student intake percentages and faculty-student ratios. Meeting these pre-qualifiers is essential before applying for NBA accreditation. The duration of accreditation has also been revised to 3 years provisional and 6 years full accreditation.
The document discusses the timing diagram of the 8085 microprocessor. It explains that a timing diagram is a graphical representation of the execution time of each instruction. It then describes the different machine cycles of the 8085 including the opcode fetch cycle, memory read cycle, memory write cycle, I/O read cycle, I/O write cycle, and interrupt acknowledge cycle. It provides details on the T-states within each machine cycle and examples of timing diagrams for different instructions like STA, IN, OUT, MVI, INR and ADD. Finally, it lists several references used to collect information on the 8085 timing diagram.
This document provides a format for submitting project synopses to a convention on entrepreneurship in academia through innovation. The format requires proposals to include the title, team members, objectives, technical details, innovativeness, current development status, market potential, and any additional details. It also provides a sample synopsis for a natural refrigerator project following this format.
The document discusses mechatronics education, research, and development. It proposes establishing curricula and guidelines for mechatronics programs, preparing a list of required lab equipment, and offering educational and training courses. It also suggests developing a strategic research plan, scheduling academic activities, and linking education, research, and industry through surveys of job markets, standards, and automation demands. Finally, it provides examples of mechatronics, embedded systems, and robotics curricula and lab activities that integrate mechanical, electrical, computing, and control disciplines.
This document summarizes a circuit simulation workshop organized by the IEEE HIET Student Branch and the Department of Electronic Engineering at Hamdard Institute of Engineering and Technology. The workshop instructor was Engr. Abdul Haseeb and covered an introduction to Proteus ISIS software for circuit simulation. Key topics included placing components, editing properties, running simulations, and examples like a fuse, flip-flop, power supply ripple analysis, and amplifier. The document thanked various organizers and participants for their support of the event.
Shaurabh Suman has a B.Tech in Electronics and Communication from Batanagar Institute of Engineering Management and Science. He has over 7 years of experience in signaling and telecommunication from Eastern Railway. He is proficient in C, C++, Java, MS Word, and MS PowerPoint. His interests include basic electronics, analog communication, and teaching.
This presentation discusses the support for interrupts in 8051. The interrupt types, interrupts versus polling etc are discussed. The register formats of IE, IP register are discussed. The concept of priority among the interrupts is discussed.
The document discusses stepper motors, including their principle of operation, classification, systems, advantages, and applications. A stepper motor divides a full rotation into steps using magnetic attraction between a rotor and stator. There are three main types - permanent magnet, variable reluctance, and hybrid motors. A stepper motor system consists of an indexer to generate pulses, a driver to power the motor, and the stepper motor itself. Stepper motors offer advantages like high torque, precision positioning, simplicity, and reliability. They are widely used in applications like drives, robotics, industrial machines, security, and medical devices.
Awareness on outcome based education and accreditation processDrSreeLatha
The document discusses accreditation by the National Board of Accreditation (NBA) in India. It provides information on:
1. What NBA is and its goals of developing a quality-conscious technical education system.
2. The benefits of accreditation for institutions, including demonstrating accountability, commitment to excellence, and facilitating continuous quality improvement.
3. The shift from an input-output based accreditation process to an outcome based process focused on evaluating student outcomes.
The document discusses outcome-based education (OBE) and accreditation. It provides definitions for key terms like NBA, accreditation, and OBE. Some key points:
1. NBA is the National Board of Accreditation, an autonomous body that accredits technical education programs in India.
2. Accreditation involves periodic evaluation of programs to ensure they meet standards. It provides quality assurance and improvement.
3. OBE shifts the focus from what is taught to what students learn. It involves designing programs around intended learning outcomes.
4. Implementing OBE and getting accreditation is important for programs to remain competitive and assure quality. It also enables student mobility through
1) NBA stands for the National Board of Accreditation, an independent body that accredits engineering, technology, management, architecture, pharmacy, hospitality, and mass communication programs from the diploma level to the postgraduate level.
2) Accreditation by NBA helps institutions identify programs of excellence, ensure conformity to good practices and global benchmarks, rate programs on a national level to attract better students, allow self-appraisal, and produce graduates satisfying world-class employers.
3) NBA has shifted from an input-output based accreditation model to an outcome-based model that is more student-centered and focuses on measuring student performance and outcomes like skills and knowledge rather than only inputs and outputs.
This document discusses subject benchmarking in higher education. It defines subject benchmarking as a process that creates standards for measuring academic performance in a subject area. Subject benchmark statements describe the expected knowledge, skills, and abilities of graduates in a particular field. They provide guidance for curriculum development and program review to help ensure quality and standards. The document outlines the key components of subject benchmarking, including educational aims, learning outcomes, content specifications, teaching strategies, assessment methods, and performance criteria that can be used to benchmark programs.
Has the capacity building exercise of India's education sector been adequately followed up by setting of high standards of education? Educators need to plan effective strategies for implementing the 'Competency based education' and evaluate its importance as compared to traditional education.
accreditation-by-nba-jntu I know you.pdfthefact9354
Accredited by Zomato h to be a e e e e e launda h to u get I love you 😘😘 h to kya karu yar kya ho gya tha but nhi hai to warna hum bhi to nhi ho rha tha aur fir se baat hai kya yu nhi hoo filhal h n u ready ho to be the same as my friend to be in a hurry and I love 💕💕💕💕💕💕💕💕💕 h to tee shirt to kya karu yar kya ho raha hai na ki nhi h kya hai kya yu to kya hua tha ki wo log kya sochenge
This document discusses competency-based teaching and education. It begins by defining key terms related to competency-based learning. It then lists the general and specific objectives of the lecture, which are to understand competency-based teaching and define related terms, characteristics, benefits and elements. The document proceeds to define additional terms and list the characteristics of competency-based education. It identifies practical benefits and the ten elements of a competency-based system. Finally, it outlines the steps of assessing readiness for competency-based education, including initial analysis, institutional readiness, program design, curriculum design, scalability, marketing, and ongoing student engagement and data improvement.
principles of good practice in assessing learning outcomePrincessGonzales40
This document outlines 13 principles of good practice in assessing learning outcomes:
1. Assessment should be aligned with the institution's vision, mission, and core values, with a clear statement on the types of learning most valued.
2. Objectives assessed should be clearly aligned with the institution's vision, mission, and values to ensure clear and implementable objectives.
3. Outcome-based assessment focuses on activities still relevant after school, using observable assessments like writing ability over more abstract concepts like verbal ability. Assessment of learning outcomes should consider activities leading to their attainment.
Class project for EdTech 501
A sample Technology Use Plan for a fictional school as a ppt presentation to a school and community team as an educational technician
This document provides an overview of competency-based education and assessment methods that can be used in higher education. It discusses the need for competency-based approaches to focus learning on critical skills for career success. Specific assessment methods described include the one-minute paper for gathering in-class feedback, calibrated peer review where students evaluate peers' work, and the benefits of incorporating games and simulations into learning. The document aims to provide faculty with tools and strategies for implementing competency-based learning and improving the quality of teaching.
Competency based learning: State of the U.S. K-12 marketNewSchools Ignite
CBL adoption in K-12 education in the US is still in early stages, with an estimated 4% of students currently enrolled in CBL programs. While CBL represents a fundamental shift in how education is organized and delivered, widespread adoption faces significant hurdles including pedagogical transformation, lack of supporting infrastructure and legacy structures. Key characteristics of successful CBL programs include positioning the student as the prime driver of learning, defining clear proficiencies, and allowing for personal learning pathways. A variety of technology platforms are emerging to support CBL, but none have yet achieved dominant market leadership due to the complexity of needed functionality.
Changes currently witnessed across the entire field of education are impacting a far reaching population at both institutional and individual practitioner levels. The relentless evolution of new information and communication technologies and the emergence of freely accessible social software on the Web have in repurposing the manner in which pedagogy is conceived and delivered been instrumental in schools, colleges, and universities.
The document discusses competency-based assessment and provides an overview of the competency-based assessment framework (CBA). It explains key terms like competency-based curriculum (CBC) and CBA. The CBA framework shifts the focus from assessment of learning to assessment for and as learning. It also shifts the assessment from norm-referenced and quantitative to criterion-referenced and both quantitative and qualitative. The CBA framework structures assessment into three levels - early years, middle school, and senior school. It provides guidelines on assessment principles, types, stakeholders, theories of learning, and tools for reporting feedback.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
The document discusses competency-based education (CBE), including definitions of key terms, potential benefits and challenges of CBE, and collaboration between the American Council on Education and Blackboard on advancing the understanding and implementation of CBE. Some key points discussed include:
- CBE focuses on demonstrating mastery of knowledge and skills (competencies) rather than credits or time spent in class. It provides flexibility in time, place and pace of learning.
- There are opportunities and challenges to scaling CBE, such as mapping competencies to traditional credit-hour systems and supporting different needs of CBE students.
- CBE aims to improve student outcomes through a focus on learning outcomes, but students need help
The document discusses competency-based education (CBE), including definitions of key terms, potential benefits and challenges of CBE, and collaboration between the American Council on Education and Blackboard on advancing the understanding and implementation of CBE. Some key points discussed include:
- CBE focuses on demonstrating mastery of knowledge and skills (competencies) rather than credits or time spent in class. It provides flexibility in time, place and pace of learning.
- There are opportunities and challenges to scaling CBE, such as mapping competencies to traditional credit-hour systems and supporting different needs of CBE students.
- CBE aims to improve student outcomes through a focus on learning outcomes, but students need help
The document provides information about the National Board of Accreditation (NBA) in India. Some key points:
- NBA was established in 1994 and became autonomous in 2010 to function independently in its decision making and financing.
- NBA's general accreditation policies focus on accrediting programs offered by approved educational institutions, with at least two batches of graduates.
- The purpose of accreditation is to provide feedback on strengths and weaknesses, not find faults. It aims to continuously improve quality rather than define boundaries.
- Benefits of accreditation include accountability, commitment to excellence, quality improvement, and recognition.
- There is a two-tier accreditation system for autonomous and
The document outlines Kohala High School's three-year academic plan from 2017-2020. The plan aims to improve math and reading proficiency, support students' social-emotional growth, and strengthen parent/community engagement. It identifies subgroups like disadvantaged students, Hawaiian/Part Hawaiian students, and students with special needs that need support in areas like reading, math, writing, and character building. The plan details enabling activities aligned with standards-based instruction, differentiated learning, behavioral support, and extended learning opportunities to support all students and subgroups.
The document discusses outcome-based education (OBE) and continuous quality improvement (CQI). It defines OBE as focusing on student learning outcomes by stating expected learning outcomes, providing learning activities to achieve them, and assessing student achievement. The document also discusses issues in higher education that OBE addresses, the characteristics of OBE curricula including program objectives and outcomes, implementation of OBE programs, and assessment tools and how they feed into CQI.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
2. What Is NBA & Its Constitution
• NBA Stands for NATIONAL BOARD OF ACCREDITATION
• NBA is Totally Independent Body which Accreditates programme
from Diploma level to Post Graduate level in Engineering
and Technology, Management, Architecture, Pharmacy, Hospitality
and Mass Communication
• Established in the year 1994 under Section 10 (u) of AICTE Act.
• NBA became Autonomous in January 2010 and in April 2013 the
Memorandum of Association and Rules of NBA were amended to
make it completely independent of AICTE, administratively as well as
financially.
• NBA now independent in its functioning: decision making as well as
financially.
• Does not receive any grant either from the government or from any
regulatory body of technical and higher education
1/21/2019 2Dr K Sree Latha
3. What Accreditation for Institute
• If your programmes are accredited by NBA, you will
– Be able to identify your programmes with excellence in
technical education.
– Be assured of conformity to good practices
and benchmarks of global requirements.
– Be able to rate your programmes on a national platform to
attract better student intake.
– Be able to appraise yourself vis-à-vis performance.
– Be a satisfied vendor of human capital to world-class
employers and other stakeholders.
1/21/2019 3Dr K Sree Latha
4. Goals Of NBA
• To develop a Quality Conscious system
of Technical Education where Excellence relevance
to market needs and participation by all stake
holders are prime and major determinants.
• NBA is dedicated to building a technical education
system that will match the national goals of growth
by competence contributions to economy through
competitiveness and compatibility to societal
development.
• NBA will provide Quality bench marks targeted at
Global and National Stockpile of human capital in
all fields of technical education
1/21/2019 4Dr K Sree Latha
5. GENERAL POLICY ON ACCREDITATION
•The following general policies are the guiding principles for
the accreditation of programs:
1. Programs, and not Educational Institutions, are considered for
accreditation.
2. Programs to be accredited should be offered by an educational
Institution which has been formally approved as an educational
Institution by the concerned regulatory authority.
3. Programs from which at least two batches of students have
graduated will be considered for accreditation.
4. Programs are considered for assessment and accreditation only at
the written request of the educational institution and after
agreeing to abide by the NBA’s accreditation manual, rules,
regulations and notification issued from time to time.
1/21/2019 5Dr K Sree Latha
6. AICTE Approval Vs Accreditation
1/21/2019 6Dr K Sree Latha
APPROVAL
• Credibility of Management
provider
• Assessment of Promise
• Based on Physical, financial
and infrastructure resources
• Based on Detailed Project
Report
• Quantitative assessment
• Straightforward
decision (Yes/No)
• ACCREDITATION
Actual performance based on
input and output
Assessment of Performance
In addition, includes availability
• and quality of human resources
Based on self assessment
questionnaires and a SWOT analysis
Qualitative assessment
Depends on Quality Systems
7. Significance of Accreditation
• For the Parents and Students
– it signifies that their child goes through a teaching-learning environment as per accepted
good practices, and that the student has entered an institution, which has the essential
features
of Quality Professional Education.
• For the alumni
– it signifies attachment through the pride of passing out of an institution with high credentials.
• For the employers.
– It signifies that the institutional performance is based assessment through a competent body
of Quality assessors, with of strengths Weaknesses emanating as a feedback for policy-
making.
• For the Institution
– it signifies its strengths, weaknesses and opportunity for future growth.
• For the industry infrastructure Sectors
– it signifies, identification of quality of institutional capabilities and skills and knowledge.
• For the Country
– it signifies confidence in the suitability for sustaining stockpiles of market sensitive human
capital and a pragmatic national development perspective.
1/21/2019 7Dr K Sree Latha
8. Benefits of Accreditation
Demonstrates accountability to the public.
Demonstrates the commitment to excellence.
Strengthens consumer confidence.
Facilitates continuous Quality Improvement.
Improves staff morale.
Recognizes the achievements/innovations.
Facilitates information sharing.
Priority in getting financial assistance
Helps the Institution to know its strengths, weaknesses and opportunities.
Initiates Institutions into innovative and modern methods of pedagogy
Gives Institutions a new sense of direction and identity.
Provides society with reliable information on quality of education offered.
Promotes intra and inter-Institutional interactions.
1/21/2019 8Dr K Sree Latha
9. Outcome Based Accreditation
1/21/2019 9Dr K Sree Latha
Till recently NBA was for input – output based
accreditation, now it has switched over to
outcome based accreditation.
Outcome based education is student centered
learning method that focus on measuring student
performance i.e. outcomes. Outcomes may include a
range of skills and knowledge.
Outcome based accreditation – focus remains on
evaluation of outcomes of the Program, though Input
and Output parameters are also looked into.
10. Input-Output Based Education
quantitative grades of
students
Infrastructure facilities
No. of Teaching Faculty
Lab equipment
Financial resources
No. of quality of
students
No. of students graduating
success rate of students
Programme
/Institution
Measureable Input Measurable Outputs
1/21/2019 10Dr K Sree Latha
11. OBE in a nut Shell
1/21/2019 11
What do you want the students to have or able to do?
Knowledge, Skill, Affective
How can you best help students achieve it?
Student Centred Delivery
How will you know what they have achieved it?
Assessment
How do you close the loop
Evaluation, Continuous Quality
Improvements
13. Traditional Education
1/21/2019 13Dr K Sree Latha
It is content oriented. Different degrees have their associated syllabi.
Relevant contents are taught and examined in the traditional approach to
teaching, the professor lectures and assigns well-defined convergent single –
discipline problems, and the students listen, take notes, and solve problems
individually.
Teachers focus on ‘covering the content’ giving much less thought to the
‘learning by the student’ & ‘teaching methodology’.
The content-driven approach to teaching has been referred to as a teacher-
centered approach.
Instructional objectives and learning outcomes are not comprehensively
planned & informed to students.
Student involvement is very Low level.
Too much technical content at the expense of a broader, liberal education.
Stress on Lower Order Thinking Skills.
Student assessment is not aligned to program outcomes.
14. What Is Outcome Based Education
1/21/2019 14
1. what the students need to learn?
2. What the students should demonstrate to the professional world?
3. Accordingly designing both curricula and delivery mechanisms(teaching
strategies) to build the required skills and competence.
1. Basic knowledge
2. Discipline Knowledge
3. Experiments and practice
4. Engineering Tools
5. The Engineer and Society
6. Environment and Sustainability
7. Ethics
8. Individual and Team Work
9. Communication
10. Life-Long learning Dr K Sree Latha
WASHINGTON ACCORD
AND GRADUATE
ATTRIBUTES (WA ONLY
FOR UG ENGINEERING
PROGRAMS)
15. Key Constituents of OBE
MissionVision
d
e
s
i
g
n
Graduate
Attributes
1/21/2019 15Dr K Sree Latha
16. Bloom’s Higher Order Thinking Skills (HOTS) vs.
Lower Order Thinking Skills (LOTS)
1/21/2019 16
17. • LEVEL 1: KNOWLEDGE( (REMENBERING)what do the students know; what content do
they know?)
Knowledge may be defined as the ability to recall or remember facts without
necessarily understanding them.
• LEVEL 2: COMPREHENSION (UNDERSTANDING)
Comprehension may be defined as the ability to understand and interpret learned
information.
• LEVEL 3: APPLICATION (APPLYING)
Application may be defined as the ability to use learned material in new and
concrete situations, e.g. put ideas and concepts to work in solving problems.
• LEVEL 4: ANALYSIS (ANALYSING)
Analysis may be defined as the ability to break down information into its
components, e.g. look for interrelationships.
LEVEL 5: SYNTHESIS (EVALUATING)
Synthesis may be defined as the ability to put parts together to form a new whole.
LEVEL 6: EVALUATION (CREATING)
Evaluation may be defined as the ability to judge the value of material for a
given purpose, e.g. present and defend opinions; identify strengths /
weaknesses; make convincing arguments.
THINKING SKILLS
1/21/2019 17Dr K Sree Latha
18. 1/21/2019 18Dr K Sree Latha
Expectations on Students under OBE
– the Outcomes
• Be more creative, able to analyze and
synthesize information.
• Able to plan and organize tasks, able to
work in a team as a community to
propose solutions to problems and
market their solutions.
20. TWO TIER SYSTEM
1/21/2019 20Dr K Sree Latha
Introduction of Two-Tier System based on Types of Institutions.
The Tier–I documents: applicable to the engineering/technology
programs offered by academically autonomous institutions and by
university departments and constituent colleges of the
universities.
Tier-II documents: for non-autonomous institutions, i.e., those
colleges and technical institutions which are affiliated to a
university.
For both: Same set of criteria have been prescribed for
accreditation.
21. TWO TIER SYSTEM
1/21/2019 21Dr K Sree Latha
Introduction of Two-Tier System based on Types of Institutions.
The Tier–I documents: applicable to the engineering/technology programs
offered by academically autonomous institutions and by university
departments and constituent colleges of the universities.
Tier-II documents: for non-autonomous institutions, i.e., those colleges and
technical institutions which are affiliated to a university.
For both: Same set of criteria have been prescribed for accreditation.
Evaluation for TIER-I institution focused on program outcomes and program
educational objectives.
For TIER-II institution focus remains, as before, on student performance,
facilities & technical support and continuous improvement.
22. TIER I & TIER II
1/21/2019 22Dr K Sree Latha
Institutions of National
importance
Indian Institutes of Technology
(IITs),
Indian Institutes of Information
Technology (IIITs),
National Institutes of
Technology (NITs)
Universities / Deemed
Universities / Private
Universities
Autonomous institutions
Colleges
affiliated to
universities not
enjoying the
privileges of academic
autonomy.
Deliver programs prescribed
by
universities
to which they are
affiliated.
Only universities
empowered
toexaminthe enrolled
students for award of degree.
23. NBA’S CRITERIA OFACCREDITATION
1/21/2019 23Dr K Sree Latha
Institutional Mission, Vision and Programme
Educational Objectives
Programme Outcome
Programme Curriculum
Students’ Performance
Faculty Contributions
Facilities and Technical Support
Academic Support Units and Teaching-Learning Process
Governance, Institutional Support and Financial
Resources
Continuous Improvement in Attainment of Outcomes
24. NEW SAR TIER -II
1/21/2019 24Dr K Sree Latha
Criteria
No.
Criteria Mark/Weightage
Program Level Criteria
1. Vision, Mission and Program Educational Objectives 60
2. Program Curriculum and Teaching – Learning Processes 120
3. Course Outcomes and Program Outcomes 120
4. Students’ Performance 150
5. Faculty Information and Contributions 200
6. Facilities and Technical Support 80
7. Continuous Improvement 50
Institute Level Criteria
8.
First Year Academics
50
9. Student Support Systems 50
10. Governance, Institutional Support and Financial
Resources
120
Total 1000
25. GRADES
1/21/2019 25Dr K Sree Latha
≈75% & Above ‘Y’
≈ 60% and <75% ‘C’
≈ 40% and <60%
‘W
’
<40% ‘D’
Y ---- Complied
C----Concern
W---- Weakness
D----- Deficiency
26. AWARD OF ACCREDITATION
1/21/2019 26Dr K Sree Latha
UG-TIER-I
Accreditation Status Eligibility Criteria
Full Accreditation for 5 years
3 months time to overcome
weakness(es) for full
accreditation for 5 years
Condition I- Deficiency (D) -0
Weakness (W)- 0
Concerns (C)- <2
Without concern
(Y)-7
Condition II-
Deficiency(D)-0
Weakness (W)- <2
Concerns (C)- 0
Without concern
(Y)-7
Provisional Accreditation for 2
years
Deficiency- > 2
Without concern- 3 ( has full compliance)
However, a deficiency in Criterion - V (Faculty Contributions)
may not be recommended for accreditation.
In all such cases, the institute may submit a compliance report
after one year and request for a re-visit to assess
compliance.
No Accreditation Deficiency - >2, Without concern- <3
27. AWARD OF ACCREDITATION
1/21/2019 27Dr K Sree Latha
UG-TIER-II
Accreditation Status Eligibility Criteria
Full Accreditation for 5
years
750 points in aggregate out of 1000 points
with minimum score of 60% in mandatory
fields (criterion 1 and criteria 4 to 8)
Provisional
Accreditation for 2
years
The programme with a score of minimum
600 points in aggregate
No Accreditation Less than 600 marks
28. EVALUATION GUIDELINES—Criteria -1
1/21/2019 28Dr K Sree Latha
Sub Criteria Mark
s
Evaluation Guidelines
1.1State the Vision and
Mission of the
Department and
Institute
05 Availability of the Vision & Mission statements of the
Department (1)
Appropriateness/Relevance of the Statements (2)
Consistency of the Department statements with
the Institute statements (2)
A. Vision & Mission Statements
B. Correctness from definition perspective
C. Consistency between Institute and
Department statements
1.2. State the
ProgramEducation
al Objectives
(PEOs)
05 A. Listing of the Program Educational Objectives (3 to
5) of the program under consideration (5)
Availability & correctness of the PEOs
statements
1.3. Indicate where and
how the
Vision,Mission and
PEOs are Published
and disseminated
among stakeholders
10 A. Adequacy in respect of publication & dissemination
(2)
B. Process of dissemination among stakeholders (2)
C. Extent of awareness of Vision, Mission & PEOs
among the stakeholder (6)
A. Availability on Institute website under
relevant program link; Availability at
department notice boards,
HoD Chamber, department website, if
Available; Availability in department
level documents/course of study
1.4 State the process for
defining the
Vision and
Mission of the
Department, and
PE
Os of the
program
25 A. Description of process involved in
defining the Vision, Mission of the
Department (10)
B. Description of process involved in defining the PEOs
of the program (15)
A. Documentary evidence to indicate the
process which ensures effective
participation of internal and external
department stakeholders with
effective process implementation
1.5 Establish consistency
of PEOs with
Mission of the
Department
15 A. Preparation of a matrix of PEOs and elements of
Mission statement (5)
B. Consistency/justification of co-relation parameters of
the above matrix (10)
A. . Availability of a matrix having PEOs
and Mission elements B. Justification
for each of the elements mapped in
the matrix
29. EVALUATION GUIDELINES—Criteria -2
1/21/2019 29Dr K Sree Latha
Sub Criteria Mar
ks
Evaluation Guidelines Documentary Evidence
2.1. Program Curriculum (20)
2.1.1. State the
process used to
identify extent of
compliance of the
University
curriculum for
attaining the
Program
Outcomes(POs) &
Program Specific
Outcomes(PSOs),
mention the
identified curricular
gaps, if any
10 A. Process used to identify
extent of compliance of
university curriculum for
attaining POs & PSOs (6)
B. List the curricular gaps for the
attainment of defined POs &
PSOs (4)
Note: In case all POs & PSOs are
being demonstrably met through
UniversityCurriculum then 2.1.2 will
not be applicable and the weightage
of 2.1.1 will be 20
A. Documentary evidence to indicate
the process which ensures
mapping/compliance of University
Curriculum with the POs & PSOs;
Identification of gaps; if any. Effective
participation of internal and external
department stakeholders with
effective process implementation
B. Identified Curricular gaps and its
Appropriateness
2.1.2. State the
delivery details of
the content beyond
the syllabus for the
attainment of POs &
PSOs
10 A. Steps taken to get
identified gaps included
in the curriculum.(e.g.
letter to university/BOS)
(2)
B. Delivery details of content
beyond syllabus (5)
C. Mapping of content beyond
syllabus with the POs & PSOs
(3)
A. Documentary evidence of steps taken
at regular interval B. Delivered details
– documentary evidence for at least
one sample per assessment year to
be verified C. Availability and
appropriateness of Mapping table
between contents delivered and
Program outcomes/Program specific
outcomes (Course outcomes)
30. EVALUATION GUIDELINES—Criteria -2
1/21/2019 30Dr K Sree Latha
2.2.Teaching-Learning Processes
(100)
Documentary Evidence
2.2.1. Describe
the Process
followed to improve
quality of Teaching
Learning
25 A. Adherence to Academic Calendar (3)
B. Use of various instructional methods
and pedagogical initiatives (3)
C. Methodologies to support weak
students and encourage bright
students(4)
D. Quality of classroom teaching
(Observation in a Class) (3)
E. Conduct of experiments (Observation
in Lab) (3)
F. Continuous Assessment in the
laboratory (3)
G. Student feedback of teaching
learning process and actions taken
(6)
A. Availability of Academic Calendar based on University
academic calendar and its effective compliance
B. Documentary evidence to support implementation of
pedagogical initiatives such as real life examples,
collaborative learning, ICT supported learning,
interactive class rooms etc.
C. Guidelines to identify weak and bright students; post
identification actions taken; impact observed
D. Class room ambience; efforts to keep students engaged
(also to be verified during interaction with the students)
E. Quality of laboratory experience with respect to
conducting, recording observations, analysis
etc.(also to be verified during interaction with the
students)
F. Internal Semester examination and internal marks
thereof, Practical record books, each experiment
assessment, final marks based on assessment of all
the experiments and other assessments; if any
G. Feedback format, frequency, analysis and actions taken
(also to be verified during interaction with students)
2.2.2. Quality of
internal semester
Question
papers,
Assi
gnments and
Evaluation
20 A. Process for internal
semester question paper
setting and evaluation
and effective process
implementation (5)
B. Process to ensure questions from
outcomes/learning levels
perspective (5)
C. Evidence of COs coverage in
class test / mid-term tests (5)
D. Quality of Assignment and its
relevance to COs (5)
A. Process of internal semester question paper setting,
model answers, evaluation and its compliance
B. Question paper validation to ensure desired standard
from outcome attainment perspective as well as learning
levels perspective
C. Mapping of questions with the Course outcomes
D. Assignments to promote self-learning, survey of
contents from multiple sources, assignment
evaluation and feedback to the students,
mapping with the COs
31. EVALUATION GUIDELINES—Criteria -2
1/21/2019 31Dr K Sree Latha
Documentary Evidence
2.2.3. Quality of
student projects
25 A. Identification of projects and allocation
methodology to Faculty Members (3)
B. Types and relevance of the projects
and their contribution towards
attainment of POs and PSOs(5)
C. Process for monitoring and evaluation
(5)
D. Process to assess individual and team
performance (5)
E. Quality of completed projects/working
prototypes (5)
F. Evidences of papers published /Awards
received by projects etc. (2)
A. Projects identification and guide
allocation Process
B. Projects classification (application,
product, research, review etc.)
consideration to factors such as
environment, safety, ethics, cost,
standards and mapping with
program outcomes and program
specific outcomes
C. Continuous monitoring mechanism and
evaluation
D. Methodology(Appropriately
documented) to assess individual
contribution/understanding of the
project as well as collective
contribution/understanding
E. Based on Projects demonstration
F. Quality of place (host) where the paper
has been published /quality of
competition in which award has been
won
2.2.4. Initiatives
related to
industry
interaction
15 A. Industry supported laboratories (5)
B. Industry involvement in the program
design and partial delivery of any
regular courses for students (5)
C. Impact analysis of industry institute
interaction and actions taken thereof (5)
A. Type of Industries, Type of Labs,
objectives, utilization and effectiveness
B. Documentary evidence
C. Analysis and actions taken thereof
32. EVALUATION GUIDELINES—Criteria -2
1/21/2019 32Dr K Sree Latha
2.2.5. Initiatives
related to
industry
internship/s
ummer
training
15 A. Industrial training/tours for students (3)
B. Industrial /internship /summer training
of more than two weeks and post
training Assessment (4)
C. Impact analysis of industrial training (4)
D. Student feedback on initiative (4)
A. & B. Type of Industries, planned or non-
planned activity, objectives clearly
defined, no. of students participated,
relevant area of training, visit report
documented
C.& D. Impact analysis and feedback format,
analysis and actions taken (also to be
verified during interaction with students)
Total: 120
33. Cos & POs (120M)—Criteria -3
1/21/2019 33Dr K Sree Latha
Sub
Criteria
Mark
s
Evaluation Guidelines Documentary Evidence
3.1. Establish the correlation between the courses and the POs & PSOs 20M
3.1.1.
Course
Outcomes
05 A. Evidence of COs being defined for every course
(5)
. Appropriateness of the statements shall be seen for
atleast one course each from 2nd, 3rd and final year of
study
3.1.2. CO-PO/PSOs
matrices of
courses
selected in
3.1.1 (six
matrices)
05 A. Explanation of table to be ascertained(5) Mapping to be verified for atleast two matrices
3.1.3. Program level
Course- PO/PSOs
matrix of ALL
courses including
first year courses
10 A. Explanation of tables to be ascertained(10) Mapping to be verified for atleast one course per
year of study; program outcomes and program
specific outcomes getting mapped with the core
courses are also to be verified
3.2. Attainment of Course Outcomes 50M
3.2.1. Describe the
assessment
processes used to
gather the data upon
which the evaluation
of Course Outcome
is based
10 A. List of assessment processes (2)
B. The quality /relevance of assessment processes &
tools used (8)
.& B. Evidence for appropriate assessment processes
including data collection, verification, analysis,
decision making
3.2.2. Record the
attainment of
Course Outcomes of
all courses with
respect to set
attainment levels
40 Verify the attainment levels as per the benchmark set
for all courses (40)
. Methodology to define set levels and its compliance;
data collection, verification, analysis and decision
making; details for one course per year of study to
be verified
34. Cos & POs (120M)—Criteria -3
1/21/2019 34Dr K Sree Latha
Sub
Criteria
Mark
s
Evaluation Guidelines Documentary Evidence
Attainment of Program Outcomes and Program Specific Outcomes (50M)
3.3.1.Describe
assessment tools
and processes used
for assessing the
attainment of each of
the POs & PSOs
1
0
A. A. List of assessment tools & processes
(5)
B. The quality/relevance of assessment
tools/processes used (5)
A. . List of assessment tools & processes (5)
B. The quality/relevance of assessment
tools/processes used (5)
3.3.2. Provide
results of evaluation
of each PO & PSO
40 A. AVerification of documents, results and level of attainment of each
PO/PSO (24)
B. Overall levels of attainment (16 marks)
A. & B. Appropriate attainment level and
documentary evidences; details for POs & PSOs
attainment from core courses to be verified. Also
atleast two POs & two PSOs attainment levels shall
be verified
35. Students’ Performance (150M)—Criteria -4
1/21/2019 35Dr K Sree Latha
Sub
Criteria
Mark
s
Evaluation Guidelines Documentary Evidence
4.1. Enrolment Ratio
(20)
2
0
A. A. >= 90% students enrolled at the First Year Level on
average basis during the previous three academic years
starting from current academic year (20)
B. >= 80% students enrolled at the First Year Level on average
basis during the previous three academic years starting from
current academic year (18)
C. >= 70% students enrolled at the First Year Level on average
basis during the previous three academic years starting from
current academic year (16)
D. >= 60% students enrolled at the First Year Level on average
basis during the previous three academic years starting from
current academic year (14)
E. Otherwise ‘0’.
A. B. & C. Data to be verified for each of the assessment
years
4.2.1. Success rate
without backlogs in
any Semester/year of
study Without
Backlog
means
no
compartment or
failures in any
semester/year of study
25 SI= (Number of students who graduated from the
program without backlog)/(Number of students
admitted in the first year of that batch and actually
admitted in 2nd year via lateral entry and separate
division, if applicable) Average SI = Mean of
success index (SI) for past three batches Success
rate without backlogs in any year of study = 25 ×
Average SI
Data to be verified for each of the assessment years
4.2.2. Success rate
with backlogs in
stipulated period
(actual duration of the
program)
15 SI= (Number of students who graduated from the program with
backlog in the stipulated period of course duration)/(Number of
students admitted in the first year of
that batch and actually admitted in 2nd year via lateral entry and
separate division, if applicable)
Average SI = mean of success index
(SI) for past three batches Success
rate = 15 × Average SI
Data to be verified for each of the assessment years
Note: if 100% students clear without any
backlog then also total marks scored will be
40 as both 4.2.1 & 4.2.2 will be applicable
simultaneously.
36. Students’ Performance (150M)—Criteria -4
1/21/2019 36Dr K Sree Latha
Sub
Criteria
Ma
rks
Evaluation Guidelines Documentary Evidence
4.3. Academic
Performance
in Third Year
15 Academic Performance = 1.5 * Average API
(Academic Performance Index)
API = ((Mean of 3rd Year Grade Point Average
of all successful Students on a 10 point scale) or
(Mean of the percentage of marks of all
successful students in Third Year/10)) x
(successful students/number of students
appeared in the examination) Successful
students are those who are permitted to proceed
to the final year
Data to be verified for atleast one of the assessment years
4.4. Academic
Performance
in Second Year
15 Academic Performance Level = 1.5 * Average API
(Academic Performance Index) API = ((Mean of
2nd Year Grade Point Average of all successful
Students on a 10 point scale) or (Mean of the
percentage of marks of all successful student sin
Second Year/10)) x (successful students/number
of students appeared in the examination)
Successful students are those who are permitted to
proceed to the Third year
Data to be verified for atleast one of the assessment
years
4.5. Placement,
Higher studies
and
Entrepreneurshi
p
40 Assessment Points = 40 × average of three years of [
(x + y + z)/N] where, x = Number of students
placed in companies or Government sector through
on/off campus recruitment
y = Number of students admitted to higher studies
with valid qualifying scores (GATE or equivalent
State or National level tests, GRE, GMAT etc.)
z = No. of students turned
entrepreneur in
engineering/technology N
=Total number of final year
students
Data to be verified for atleast one of the assessment
years
37. Students’ Performance (150M)—Criteria -4
1/21/2019 37Dr K Sree Latha
Sub
Criteria
Mar
ks
Evaluation Guidelines Documentary Evidence
4.6. Professional Activities (20)
4.6.1. Professional
societies / chapters
and organizing
engineering events
05 A. Availability & activities of professional
societies/chapters (3)
B.Number, quality of
engineering events
(organized at institute) (2)
(Level -
nstitute/State/National/Inter
national)
Activities Performed during the Assessment Year
4.6.2. Publication
of
technical
magazines,
newsletters, etc.
05 A. Quality & Relevance of the contents and
Print Material (3)
B. Participation of Students from the
program (2)
A. Documentary evidence
B. Documentary evidence - Students participation
(also to be confirmed during interaction with
the students)
4.6.3. Participation
in inter-institute
events by students of
the program of
study (at other
institutions)
10 A. Events within the state (2)
B. Events outside the state (3)
C. Prizes/awards received in such events (5)
A.B.& C. Quality of events and documentary
evidence
38. Faculty Information & Contribution(200M)—Criteria -5
1/21/2019 38Dr K Sree Latha
Sub
Criteria
Mar
ks
Evaluation Guidelines Documentary Evidence
5.1. Student-
Faculty Ratio
(SFR)
20 Marks to be given proportionally from a
maximum of 20 to a minimum of 10 for
average SFR between 15:1 to 25:1, and
zero for average SFR higher than 25:1.
Marks distribution is given as below:
< = 15 - 20 Marks
< = 17 - 18 Marks
< = 19 - 16 Marks
< = 21 - 14 Marks
< = 23 - 12 Marks
< = 25 - 10 Marks >25 ---0Marks
5.2. Faculty Cadre
Proportion
25
Faculty qualification as per AICTE Norms (No promotion without qualification)
5.3. Faculty
Qualification
25 A. FQ = 2.5 x [{10X +4Y}/F] where For Associate Ph.d is a must
5.4 Faculty
Retention
25
5.5 Innovations by
the Faculty in
Teaching and
Learning
A. The work must be available for peer
review and critique (4)
B. The work must The work must be made
available on Institute Website (4)
C. be reproducible and developed further
by other scholars (2)
D. Statement of clear goals, use of
appropriate methods, significance of
results, effective presentation and
reflective critique (10)
A. Availability on Institute website;
awareness among faculty and
students of the department
B. & C. Self -explanatory
D. Innovations that contribute to
the improvement of student
learning, typically include use
of ICT, instruction delivery,
instructional methods,
assessment, evaluation etc.
39. Faculty Information & Contribution(200M)—Criteria -5
1/21/2019 39Dr K Sree Latha
Sub
Criteria
Mar
ks
Evaluation Guidelines Documentary Evidence
5.6 Faculty as
participants in
Faculty
development
/training activities
/STTPs
15 For each year: Assessment =
3×Sum/0.5RF
Average assessment over last three
years starting from CAYm1 (Marks
limited to 15)
Relevance of the training/development
programme
No. of days; No. of faculty
5.7 Research and Development (30M)
5.7.1. Academic
Research
10
M
A. Number of quality
publications in refereed/SCI
Journals, citations,
Books/Book Chapters etc. (6)
B. PhD guided /PhD awarded
during the assessment period
while working in the
institute (4)
A. Quality of publications; publications
copy
B. Documentary evidence
5.7.2 Sponsored
Research
05
5.7.3 Development
Activities
10
M
A. Product Development
B. Research laboratories
C. Instructional materials
D. Working models/charts/monograms
etc.
Project Labs ….I.e Projects done by
students and faculty
5.7.4. Consultancy
(From Industry
05
5.8.Faculty
Perfor
mance Appraisal
and Development
System (FPADS)
30
M
A. A well-defined performance
appraisal and development system
instituted for all the assessment
years (10)
B. Its implementation and effectiveness
Personal File
40. Faculty Information & Contribution(200M)—Criteria -5
1/21/2019 40Dr K Sree Latha
Sub
Criteria
Mar
ks
Evaluation Guidelines Documentary Evidence
Visiting/Adjunct/E
meritus Faculty
etc.
10 Provision of Visiting
/Adjunct/Emeritus faculty etc.(1)
Minimum 50hours per year
interaction (3*3 =9)
Personal File
Total 200M
Faculty personal files
Standard publications with good impact factor
Projects
Expert lectures
Attending for FDPs
Interaction with out side people for guest
lectures/FDPs etc.,
E-learning material developed
41. Facilities & Technical Support ( 80M)—Criteria -6
1/21/2019 41Dr K Sree Latha
Sub Criteria Ma
rks
Evaluation Guidelines Documentary Evidence
6.1.Adequate and
well equipped
laboratories,
and technical
manpower
30 A. Adequate well-equipped laboratories
to run all the program-specific
curriculum (20)
B. Availability of adequate technical
supporting staff (5)
C. Availability of qualified technical
supporting staff (5)
A. Adequacy; well-equipped laboratories;
utilization
Supporting staff personal files
6.2 Additional
Facilities created
for improving the
quality of learning
experiencein
laboratories
25 A.Availability and relevance of
additional facilities(10)
B. Facilities utilization and effectiveness
(10)
C. Relevance to POs and PSOs (5)
Utilization registers, Additional
experiments conducted and their
documentation
6.3 Laboratories:
Maintenance
andoverall
maintenance
10 Maintenance and overall ambience (10 )
6.4 Project
laboratory
05 Facilities & Utilization (5) Lab manuals and records
6.5 Safety
measures in
laboratories
10 Safety measures in laboratories (10)
Total 80
M
42. Continuous Improvement ( 50M)—Criteria -7
1/21/2019 42Dr K Sree Latha
Sub Criteria Mar
ks
Evaluation Guidelines Documentary Evidence
7.1. Actions taken
based on the
results of
evaluation of each
of the POs and
PSOs
20 A. Documentation of POs and PSOs attainment
levels (5)
B. Identification of gaps/shortfalls (5)
C. Plan of action to bridge the gap and its
Implementation (10)
A. Documentary evidence in respect of each of
the POs
COURSE FILES
7.2 Academic Audit
and actions
taken during
the period of
Assessment
10 A. Assessment shall be based on conduct
and actions taken in relation to
continuous improvement (10)
Academic Audit assessment criteria,
frequency, conduct mechanism,
action plan based on audit,
implementation and effectiveness
7.3. Improvement in
Placement,
Higher Studies and
Entrepreneurship
10 Assessment is based on improvement in: (Refer
placement index 4.5)
A. Improvement in Placement numbers, quality, core
hiring industry and pay packages (5)
B. Improvement in Higher Studies admissions for
pursuing PhD. in premier institutions(3)
C. Improvement in number of Entrepreneurs (2)
(Marks to be given proportionately considering nos.
in the base year CAYm3)
A. B. & C. Nos. in each year of the assessment;
improvement considering CAYm3 as a base
year
7.4. Improvement
in the quality
of students
admitted to
the program
10 A. Assessment is based on improvement in terms of
ranks/score in qualifying state
level/national level entrances tests,
percentage Physics, Chemistry and
Mathematics marks in 12th Standard and
percentage marks of the lateral entry
students
. A. Documentary evidence – list of
students admitted; admission
authority guidelines; ranks/scores;
comparative status considering
CAYm3 as a base year
Total: 50
43. First Year Academics ( 50M)—Criteria -8
1/21/2019 43Dr K Sree Latha
Sub Criteria Mark
s
Evaluation Guidelines Documentary Evidence
8.1. First Year
Student- Faculty
Ratio (FYSFR)
05 For each year of assessment = (5 × 20)/ FYSFR
(Limited to Max. 5) Average of Assessment of data in CAY,
CAYm1 and CAYm2
*Note: If FYSFR is greater than 25, then assessment equal to
zero.
No. of Regular faculty calculation
considering Regular faculty definition and
fractional load; Faculty appointment
letters; Salary statements
No. of students calculation as mentioned in
the SAR
8.2. Qualification of
Faculty Teaching
First Year
Common
Courses
05 A. Assessment of faculty qualification (5x + 3y)/RF
B. Average of Assessment of previous three
academic years including current academic year.
(Refer 8.2. for x, y and RF)
A. Documentary evidence – Faculty
Qualification
8.3. First Year
Academic Performance
10 Academic Performance = ((Mean of 1st Year Grade Point
Average of all successful Students on a 10 point scale) or
(Mean of the percentage of marks in First Year of all
successful students/10)) x (successful students/number of
students appeared in the examination)
(Successful students are those who are permitted to proceed
to the Second year)
Data to be verified for atleast one of the
assessment years
8.4. Attainment of Course Outcomes of first year courses (10M)
8.4.1. Describe the
assessment
processes used
to gather the data
upon which the
evaluation of
Course
Outcomes of first
year is based
05 A. List of assessment processes (1)
B. The relevance of assessment tools used (4)
A. & B. Direct and indirect assessment(if
applicable), tools & processes; effective
compliance; direct assessment methodology,
indirect assessment formats-collection-analysis;
decision making
44. First Year Academics ( 50M)—Criteria -8
1/21/2019 44Dr K Sree Latha
Sub Criteria Mar
ks
Evaluation Guidelines Documentary
Evidence
8.4.2. Record the
attainment of
Course
Outcomes of all
first year
courses
05 A. Verify the records as per the benchmark set
for the courses (5)
8.5. Attainment of Program Outcomes of all first year courses (20)
. 8.5.1Indicate results
of evaluation of
each relevant
PO/PSO
15 A. Process of computing POs/PSOs attainment
level from the COs of related first year courses
(5)
B. Verification of documents validating the above
process (10)
A. & B. Documentary evidence for each
relevant PO/PSO
8.5.2. Actions taken
based on the
results of
evaluation of
relevant
POs
/PSOs
05 Appropriate actions taken (5) Documentary evidence for each relevant
PO/PSO
Total 50M
45. Student support system ( 50M)—Criteria -9
1/21/2019 45Dr K Sree Latha
Sub Criteria Mark
s
Evaluation Guidelines Document to be
maintained
9.1. Mentoring
system to
help at
individual
level
05 A. Details of the mentoring system that has
been developed for the students for various
purposes and also state the efficacy of such
system (5)
. Mentoring system terms of
reference; implementation;
effectiveness (also to be
verified during interaction
with the students)
9.2. Feedback analysis
and reward
/corrective
measures taken, if
any
10 A. Methodology being followed for analysis of
feedback and its effectiveness (5)
B. Record of corrective measures taken (5)
A. . Feedback questions, collection
process, analysis, actions taken,
effectiveness
9.3. Feedback on
facilities
05 A. Feedback collection, analysis and corrective action (5)
9.4. Self Learning 05 A. Scope for self-learning (2)
B. The institution needs to specify the
facilities, materials for learning beyond
syllabus, Webinars, Podcast, MOOCs etc.
and demonstrate its effective utilization (3)
9.5. Career
Guidance,
Training,
Placement
10 A. Availability of career guidance facilities (2)
B. Counseling for higher studies (GATE/GRE, GMAT, etc.)
(2)
C. Pre-placement training (3)
D. . Placement process and support (3)
A. Availability, implementation,
effectiveness (also to be verified during
interaction with the students)
9.6Entrepreneu
rship Cell
05 A. Entrepreneurship initiatives (1)
B. Data on students benefitted (4)
A. Availability, implementation,
effectiveness (also to be verified during
interaction with the students)
9.7. Co-
curricular
and Extra-
curricular
Activities
10 A. Availability of sports and cultural facilities (3)
B. NCC, NSS and other clubs (3)
C. Annual students activities (4)
A. Availability, implementation,
effectiveness (also to be verified during
interaction with the students)
46. Governance, Institutional Support and Financial Resources (120)
—Criteria -10
1/21/2019 46Dr K Sree Latha
Sub Criteria Marks Evaluation Guidelines
10.1. Organization, Governance and Transparency40
10.1.1.State the
Vision and
Mission of
the Institute
05 A. Availability of the Vision & Mission statements
of the Institute (2)
B. Appropriateness/Relevance of the Statements (3)
A. Institute Vision and Mission
statements: Availability of
statements on Institute website;
Availability at Central facilities
such as Library, Computer Center,
Principal Chamber etc. Availability
of one set of statements in each of
the departments; Availability in
Institute level documents
B. Correctness from definition
perspective
10.1.2. Governing
body, administrative
setup, functions of
various bodies,
service rules
procedures,
recruitment and
promotional policies.
10 A. List the Governing Body Composition, senate, and
all other academic and administrative
bodies; their memberships, functions, and
responsibilities; frequency of the
meetings; participation details of external
members and attendance therein (4)
B. The published service rules, policies and procedures
with year of publication (3)
C. Minutes of the meetings and action-taken reports (3)
10.1.3.
Decentralization in
working and
grievance redressal
mechanism
10 A. List the names of the faculty members
who have been delegated powers for
taking administrative decisions (1)
B. Specify the mechanism and composition of
grievance redressal cell (2)
C. Action taken report as per ‘B’ above (7)
A. . B. & C. Documentaryevidence
47. Governance, Institutional Support and Financial Resources (120)
—Criteria -10
1/21/2019 47Dr K Sree Latha
10.1.4. Delegation of
financial powers
10 A. Financial powers delegated to the Principal, Heads of
Departments and relevant in-charges (3)
B. Demonstrate the utilization of financial powers for each
of the assessment years (7)
A. Circulars notifying financial powers
B. Documentary evidence to exhibit
utilization at each levels during
assessment years
10.1.5. Transparency
and availabilityOf
orrect/unambiguous
information in public
domain
05 A. Information on the policies, rules, processes is to be
made available on web site (2)
B. Dissemination of the information about student, faculty
and staff (3)
A. A. & B. Website and Documentary
evidence
10.2. Budget Allocation, Utilization, and Public Accounting at Institute level (30)
10.2.1. Adequacy of
Budget allocation
10 A. Quantum of budget allocation for three years (5)
B. Justification of budget allocated for three years (5)
A. Budget formulation, finalization and
approval process
B. Requirement – allocation –adequacy –
justification thereof
10.2.2. Utilization of
allocated funds
15 A. Budget utilization for three years (15) Balance sheet; effective utilization; random
verification for atleast two of the three
assessment years
10.2.3.
Availabilit
y of the
udited
statements
on the
institute’s
website
05 A. Availability of Audited statements on website (5) Website
10.3. Program Specific Budget Allocation,Utilization (30M)
48. Governance, Institutional Support and Financial Resources (120)
—Criteria -10
1/21/2019 48Dr K Sree Latha
10.3.1. Adequacy of
budget allocation
10 A. Quantum of budget allocation for three years (5)
B. Justification of budget allocated for three years (5)
A. Budget formulation, finalization and
approval process
B. Requirement – allocation –adequacy –
justification thereof
10.3.2. Utilization of
allocated funds
20 A. Budget utilization for three years (20)
Balance sheet; effective utilization;
random verification for atleast two of the
three assessment years
10.4. Library and Internet
20
10.4.1. Quality of
learning
resources
(hard/soft)
10
Availability of relevant learning resources including e-
resources and Digital Library (7)
Accessibility to students (3)
Availability; Adequacy; Effectiveness
(Also to be verified during interactions
with the faculty and students)
10.4.2. Internet
10 A. Available bandwidth (4)
B. Wi Fi availability (2)
C. Internet access in labs, classrooms, library and
offices of all Departments (2)
D. Security mechanism (2)
Availability as per AICTE norms;
Adequacy; Effectiveness
(Also to be verified during interactions
with the faculty and students)
TOTAL (120M)
49. 1/21/2019 49Dr K Sree Latha
• With the national accreditation bodies,
National Board of Accreditation(NBA) &
National Assessment & Accreditation Council
( NAAC) heavily focusing on the adoption of
OBE approach for all programmes in INDIA.
• OBE is a process that involves
assessment and evaluation practices in
education to reflect the attainment of
expected learning and showing
mastery in the program area
Why OBE?
50. 1/21/2019 50Dr K Sree Latha
Why need Accreditation
A person with accredited degree may be able to work
for the government, as well as private sector.
He/she may subsequently become a Professional
Engineer/ Practitioner.
International Mobility (Washington Accord)
The Washington Accord (WA): Agreement that
establishes equivalence of other countries’ accredited
professional & engineering programs.
Accredited Engineering Graduates are recognized by
other signatory countries - Possible employment as
engineers in those countries without further
examinations.
51. 1/21/2019 51Dr K Sree Latha
Why need OBE
Programmes to be accredited from
2013 will have to be based on OBE
approach!
NO OBE = NO ACCREDITATION
NO ACCREDITATION = NO ADMISSION
NO ADMISSION = NO INSTITUTIONAL
GROWTH
52. 1/21/2019 52Dr K Sree Latha
Why need Accreditation
A person with accredited degree may be able to work
for the government, as well as private sector.
He/she may subsequently become a Professional
Engineer/ Practitioner.
International Mobility (Washington Accord)
The Washington Accord (WA): Agreement that
establishes equivalence of other countries’ accredited
professional & engineering programs.
Accredited Engineering Graduates are recognized by
other signatory countries - Possible employment as
engineers in those countries without further
examinations.