Evaluation Guidelines
for NBA Accreditation of Undergraduate
Engineering Programmes
October, 2008
Part-I: Evaluation at the Institute level.
a) Qualitative Evaluation
Sr.No.
Item Description, with
reference no. of Self
Assessment Report
(SAR) in parentheses
Evaluation Guidelines
The visiting team should encircle the most appropriate grading for each item, based on their
judgment and add remarks in the column provided for the purpose.
1.
Student enrolment and
basis of admission
(Part-I: 6B)
The visiting team will check
(a) the enrolment status
(b) admission norms for the students
(c) whether the admission is entirely based on merit through state-level / national-level /
their own entrance tests.
(d) if the institute has a management quota, the percentage of students admitted through it
and their admission criteria
(e) if the institute is able to fill up all or nearly all the seats for the programs which it runs
(f) if there is any lateral entry system for Diploma holders
2.
Students’ quality at the
entry level (institute)
(Part-I: 6C)
The visiting team will check the students’ quality at the entry level for all the programmes. This
should be based on the highest and the lowest ranks of different categories of students. The team
may ask the institute to show the data published by entrance test authorities, through which a
comparison should be made with other institutes in the State.
3.
Scholarships and
financial assistance to
the students
(Part-I: 6D)
It is expected that the institute should encourage and support meritorious students, whose financial
conditions are inadequate. To this effect, some deserving students may be funded through institute
funds, management trusts or funding through alumni and donors. The visiting team may check the
amount and duration of such supports, and the number of students who can avail of it, etc.
4.
Counseling and
guidance
(Part-I: 10)
The visiting team will ascertain if the institute
(a) has any facility for career guidance
(b) has any arrangement to assist students suffering from psychological disorders, depressions or
trauma through professional counselors
5.
Training and placement
facilities
(Part-I: 10)
The team will visit the training and placement facilities of the institute and confirm that
(a) there is a full time officer or a faculty who devotes adequate time for overseeing this
facility
(b) the initiatives and enterprise of this section is in contacting different industries are
satisfactory
(c) proper records of placements are maintained for the past few years
(d) the overall placement success of the institute is good
(e) satisfaction and comfort level of students with the functioning of the facility is high
(to be ascertained during group discussions with the students)
(f) arrangements for pre-final year summer trainings and internships are adequate and
good
6.
Facilities for intercollegiate activities and
industry interactions
(Part-I: 11)
It is expected that the institute promotes healthy interactions with other institutes and industries. The
points which the visiting team will check are:
(a) details of the annual social/cultural fests and tech fests
(b) records of the organized visits to industries and R & D laboratories
(c) evidence of organized lectures by industry experts on technology trends and other
important topics
7.
Safety norms and
checks
(Part-I:12)
The visiting team is expected to check how much the institute is concerned about the safety of the
students, teachers and staff. The points to be looked into are:
(a) storing and handling hazardous chemicals properly
(b) proper ventilation and exhausts in large capacity class rooms and labs
(c) special precautions on leakage and earthing of electrical equipment
(d) evidence of regular checks of wiring and electrical installations
(e) provision of emergency exits in auditoriums and large capacity class rooms/labs
(f) adequate availability of fire extinguishers and first-aid facilities
(g) safety notices in prominent places
(h) preparedness to handle emergencies in the classroom and at institute levels
(i) evidence of effective security arrangements at the entry points and the campus
boundary
b) Quantitative Evaluation
Sr.No.
1.
Item Description with
reference no. of SAR
in parentheses
Budget allocation and
expenses
(Part-I: 5)
2.
Teacher-student ratio at
the institute level
(Part-I: 6A)
3.
Library
(Part-I: 8)
4.
Academic support units
and common facilities
(Part-I: 8B)
5.
Use of Information and
Communication
Technology and use of
distance education.
(Part-I: 8C)
Co-curricular and extra
curricular activities
(Part-I: 9)
6.
7.
Teaching/ learning of
science and humanities
subjects
Evaluation Guideline
The chairperson of the visiting team is expected to check the allocation of adequate budget for plan
(for developmental activities pertaining to infrastructure and equipment) and non-plan (such as
salary, maintenance and other routine) expenditure. He is also expected to check the utilization of
budget for institutional/ departmental activities. The generation/ mobilization of resources from
Alumni or any other sources of donation are also important for the growth of the institution/ college/
programs.
Maximum marks 15
The faculty strength, the qualifications of the individuals and their competence must be adequate to
impart quality education. The evaluators may award 10 marks for a teacher student ratio of 15: 1
(averaged over past three years). Marks will be proportionally higher or lower, depending upon the
ratio lower or higher than 15:1. To compute the ratio, data from item no. 6A and 6B of self
assessment report part-I may be referred to.
Maximum marks 15
The visiting team will check the following and award marks according to the following norms:
- Adequacy of the number of titles in the core areas and the volumes per title to meet the needs
of undergraduate students, post graduate students (if any) and faculty research: :5 marks
-Journal subscriptions (electronic and hard copy) : 2 marks
-Availability of a qualified librarian: 3 marks
-On-line access, printing and reprographic facilities within library premises: 3 marks
-Adequacy of borrowing limits per student/ faculty and the borrowing duration: 3 marks
-Availability of library automation and user-friendly search services: 3 marks
-Organized stacking of text books, reference and handbooks, journals (current and bound),
project reports/ theses: 2 marks
-Adequacy of reading space and ambience: 3 marks
-Membership of INDEST and networking with other libraries: 2 marks
-Titles added in past one year: 2 marks
-Library timings (regular, vacation, examination time): 2 marks
-Library usage (users per day, issuance statistics): 3 marks
-Open access of books from the racks: 2 marks
Maximum marks 35
The visiting team will make an overall assessment of the following academic support units through
group discussions with the students and visits if necessary:
-Common core laboratories (Adequacy of space, number of students per batch, quality and
availability of measuring instruments, laboratory manuals, list of experiments – for
autonomous institutes): 7 marks.
-Common computer laboratory : 6 marks
-Language and communication skills laboratory: 6 marks
-Workshop and prototyping facilities: 6 marks.
Maximum marks 25
The visiting team will ascertain through group discussion with the students and teachers about
-Internet access facilities in the college.: 8 marks.
-Usage of distance education learning resources like NPTEL, MIT OCW etc. and/or procured
video lectures and web courses: 7 marks
Maximum marks 15
The visiting team is expected to assess the facilities of co-curricular and extra-curricular activities,
e.g., NCC/ NSS, sports, cultural activities, etc. The team may also assess the level of encouragement
extended by the institute management to the students so that they can participate in such activities.
Group discussion with the students may be the basis of such evaluations.
Maximum marks 10
The visiting team is expected to interact with the faculty of science and humanities subjects and
- examine the adequacy of faculty strength
-go through the contents of these courses, lesson plans, question papers of university and also
the valuation culture of the internal examinations
Maximum marks 35
c) Quantitative Evaluation – Bonus Points
Sr.No.
1.
2.
3.
Item Description with
reference no. of Self
Assessment Report
(SAR) in parenthesis
Significant
achievements of the
college
(Part-I: 13)
Goals planned
(Part-I: 14)
Critical assessment of
strengths and
weaknesses
(Part-I: 15)
Evaluation Guidelines
The visiting team will evaluate the merits of the achievements listed by the college in selfassessment document and make some on-the-spot assessments. Significant achievements, which are
academic/ research and development in nature will only be considered.
Maximum marks 15
The visiting team will study the goals planned by the college, as stated in self-assessment document
and examine its merits as well as feasibility of implementation. The visiting team should feel
convinced that the college is making sincere efforts to implement these goals.
Maximum marks 10
Critical assessment of own strengths and weaknesses promote healthy growth of the college. If the
visiting team’s assessment of strength and weaknesses and what the college has stated in selfassessment document match, it goes as a plus point in their critical assessment capabilities.
Moreover, there should be visible efforts from the college to correct their weaknesses.
Maximum marks 20
Part-II : Program Specific Evaluation
a) Quantitative Evaluation
Sr.No.
1.
Item Description with
reference number of
SAR in parenthesis
Class rooms and faculty
offices
(Part-II: 5A)
Evaluation Guidelines
The evaluators will visit the class rooms and faculty rooms and check the following:
a) Size of the class rooms; air circulation and lighting; variety of teaching aids- blackboard,
multimedia projectors, computers; conditions of chairs/benches; acoustics (evaluators may check
while a lecture is going on in a filled class room) : 6 marks
b) Size of faculty rooms; sharing or privacy; availability of blackboard/ whiteboard; computers;
internet access : 4 marks
Maximum marks 10
2.
Laboratories
(Part-II: 5B)
The evaluators will visit all the undergraduate laboratories and check the following:
a) Size of the laboratories as compared to section strength; number of students per experimental set
up; overall ambience: 3 marks
b) Availability of sufficient equipments to run experiments and their maintenance: 3 marks
c) Laboratory manuals; students’ lab records; list of experiments (for autonomous colleges): 2
marks
d) Facilities to do hardware projects, availability of labs beyond working hours, encouragements for
mini-projects etc: 2 marks
Maximum marks 10
3.
Computing facilities
(Part-II: 5D)
The evaluators will check computing facilities available in the department. They should specifically
ensure:
a) Adequacy of computers to carry out computing assignments, simulation based experiments,
software projects. : 4 marks
b) Licensed software, their validity, user restrictions on licenses etc: 2 marks
c) Maintenance of computers and regular obsolescence removal : 2 marks
d) Access of Internet, library e-resources and distance learning from the department: 2 marks
Maximum marks 10
4.
Budget and expenses
(Part-II: 5E)
The evaluators will check the allocation of adequate budget and its utilization for departmental
library, laboratory equipments and consumables. They may check the major resources.
Maximum marks 10
5.
Students- Quality at
the entry level
(Part-II: 6B)
The evaluators will check the students’ quality at the entry level for this program. This should be
based on the highest and the lowest ranks of different categories. They may ask the college to show
the data published by entrance test authorities, through which a comparison can be made with other
institutes running similar programs. The evaluators may award marks on a smooth scale of 20,
depending upon the popularity of this program vis-à-vis similar programs offered in other institutes
in the state.
Maximum marks 20
6.
Students- Success rate
(Part-II: 6C)
The success index I for the batch that has graduated is to be computed as
where
I = 40 X 4 / X 0
,
X4 and X0 are defined in Part-II, item-6C of self assessment report.
The evaluators may verify the data provided by the college in self assessment report part-II 6C with
university/ institute results summary for the program offered by the college in past five years.
Maximum marks 40
7.
Students- Academic
performance levels
(Part-II: 6D)
3
An academic performance index J is to be calculated as
J = 4  GiYi / Y1  Y2  Y3  ,
i 1
where Y1, Y2 and Y3 are defined in Part-II, item-6D of self assessment report and the weights
G1=10, G2=8 and G3=6.
The evaluators may verify the data provided by the college in self assessment report part-II 6D with
university/ institute results analysis for the program offered by the college in past five years.
Maximum marks 40
Placement and higher studies are two most important factors in measuring the success of the
program. As a guideline, marks may be awarded as follows:
a) Percentage of outgoing students (compared to their batch strength) who have been placed
when they finished their studies. The data should be supported with copies of
appointment letters available in the college. Some weighting should be given to the
quality of the jobs they get, vis-à-vis current market conditions: 30 marks
b) It is also expected that a fraction of students should go for higher professional/
management studies in India or abroad. If 10% or more students go for higher studies, it
is the best, otherwise, proportionately award marks. The evaluators may also put some
weighting on the quality of their admission offers: 5 marks
Maximum marks 35
There is a need to constantly monitor the academic performance of the students, identifying weaker
students, counseling for their improvements. The evaluators will check the following factors:
a) System of faculty advisors for academic monitoring, the frequency of students- faculty
advisors interaction (may be ascertained through group discussions with the program
students) : 10 marks
b) Existence of facility of slow-pace program for weaker students : 5 marks
c) Existence of remedial classes for weaker students? : 5 marks
Maximum marks 20
8.
Students- Placement
and higher studies
(Part-II: 6E)
9.
Students- Academic
counseling, guidance
and mentoring
(Part-II: 7)
10.
Students- Professional
activities
(Part-II: 8)
It is expected that the students should take adequate initiatives to pursue some professional activities
in addition to their curriculum based studies. The evaluators may award marks as per the following
guidelines:
a) Students’ professional societies/ chapters and their active roles in organizing events: 10
marks
b) Participation / organization of paper contests, design contests etc and their achievements:
5 marks
c) Publication of technical magazines, newsletters etc : 5 marks
d) Entrepreneurship initiatives, product designs, innovations: 10 marks
Maximum marks 30
11.
Faculty-Interactions
with external world
(Part-II: 9)
The program faculty should not remain isolated from the developments which are taking place
elsewhere. The evaluators should measure their interactions through the following aspects, which
should be properly documented
a) Visits by faculty to other institutes in India and abroad, delivering invited talks: 5 marks
b) Visits by academic experts from other institutes, invited talks: 5 marks
c) Visits by experts from industry or R & D laboratories, invited talks: 5 marks
d) Collaborations with other academic institutes/ industries / R & D labs: 5 marks
e) Services rendered by the faculty to other institutes/ universities: 5 marks
f)
Services rendered by the faculty to national bodies: 5 marks
Maximum marks 30
12.
Faculty- Adequacy and
qualifications
(Part-II: 9A and 9B)
It is expected that the faculty student ratio is at least 1:15 and 80% of the faculty members should
have a post graduate degree. The parameter Q, to be computed as per item-1 of Appendix-I of
explanatory notes indicates the quantitative marks to be awarded.
Maximum marks 80
13.
Faculty – Teaching and
research
(Part-II: 9A and 9B)
Refer to item-2 of Appendix-I for detailed guidelines. Evaluators may verify the FAP computations
on a sample basis after consulting teachers’ course files, teaching load, journal and book
publications, short term course participations, projects and other details provided in item-9A and 9B
of self assessment report part-II. Also, general satisfaction level of the students about teaching, as
expressed through group discussions may be taken into consideration to increase or decrease the
marks computed through the guidelines.
Maximum marks 75
14.
Laboratory staff
(Part-II: 9C)
The evaluators may make their assessments based on following:
a) Adequacy in numbers: 10 marks
b) Qualifications: 10 marks (if all are at least diploma holders)
Maximum marks 20
15.
Program objectives and
outcome
(Part-II: 10)
Every program sets its objectives. These are derived from the institute’s vision, its working
environment, availability of resources etc. The different elements of the program structure aim at
certain outcomes needed for realizing these objectives. For example, a program may expect that the
graduates should have
a) Abilities to apply knowledge of basic sciences, and engineering sciences appropriate to
their disciplines.
b) Abilities to design and conduct experiments analyze and interpret data.
c)Design a system, component, or process to meet desired needs within realistic constraints
such as economic, environmental, social, ethical, health and safety, manufacturability, and
sustainability.
d) A proper understanding of professional and ethical responsibilities
e) Capability to function on multi-disciplinary teams.
f) Capability to identify, formulate, and solve engineering problems.
g) Abilities to appreciate the need for, and engage in, life-long learning.
h) Abilities to use the techniques, skills, and modern engineering tools necessary for engineering
practice.
The basis of program objectives and outcomes has been explained in Appendix-II in this document.
The evaluators should also study item-10 of self assessment report part-II to see how realistically
the program has defined the objectives and its measurable outcomes. The methodology adopted by
them to measure the outcomes and any supporting document the college may like to show in this
regard should be studied and analyzed. Finally, the evaluators may apply their judgment in awarding
marks.
Maximum marks 50
16.
Curriculum
(Part-II: 11A)
For autonomous Institutes: The program seeking accreditation is required to submit the
objectives of the group of courses. Some sample groups are indicated in the questionnaire. The
objective of the group of courses and their outcomes are to be revealed in a systematic manner.
Sample of question papers of final examinations and internal tests along with sample answer books,
laboratory manuals/ instructions and reports should be made available by the institution to the
visiting team.
For affiliated Colleges: The program seeking accreditation is required to submit the documents
related to the basic university curriculum and the additions of the college. There is a need to submit
the question papers of recent university examinations, - for three years. The syllabi format should be
consistent for each course, must not exceed one page per course, and, at a minimum, contain the
course description, prerequisites, text and reference book(s) and/ or other required material.
Note: For autonomous institutes as well as for the affiliated colleges, full marks will be given if they
demonstrate that adequate time and attention are given to each curricular component, consistent
with the outcomes and objectives of the program and the institution.
Maximum marks 40
17.
Examination and
evaluation system
(Part-II: 11B)
The continuous evaluation system is better for gradual and systematic growth of mind. The
continuous evaluation also brings about regularity of the students.
For autonomous institutes: Mid-semester examinations, quizzes and assignments must carry
significant weight so that the final examination does not play inordinately large role in deciding the
grades. Laboratory courses are to be evaluated during the laboratory classes.
For the affiliated colleges: Internal assessments in the college should a carry a significant part of
the evaluation. The university examination should not carry the full weight for the purpose of
evaluation. Usually in the university system, separate examinations are conducted for the laboratory
courses. However, some weight is expected to be there for the laboratory classes as well.
Note: The projects and similar courses are to be evaluated periodically. It is suggested that for
effective testing, the examinations should be analyzed in the context of at least five cognitive levels
of learning: (i) recall, (ii) comprehension, (iii) application, (iv) analysis and (v) synthesis. There
should be an appropriate mix of questions under these categories.
Maximum marks 30
18.
Teaching process
evaluation
(Part-II: 11C)
19.
Design based
experiments
(Part-II: 11D)
There should be a teaching evaluation process in existence where, at the end of a semester/term, the
courses will be evaluated by the students through a well-designed form. The evaluators are expected
to check the forms on a sample basis and allocate marks as follows:
a) Design of the form – is it comprehensive, covering all aspects of teaching evaluation?:
10 marks
b) Any system of rewards and corrective measures, based on feedback? This should be
supported with examples: 10 marks
c) What is the percentage of students who participated in the evaluation?: 5 marks
d) Do the students trust their anonymity? Are their sample teaching assessments forms in
conformity with what the students express in group discussions?: 5 marks
Maximum marks 30
It is expected that the students should not only be exposed to standard set-up based experiments but
through laboratories, they should improvise their designing skills. The program faculty should
present to the evaluators few such design based experiments and the evaluators should judge its
merits. Availability of a separate project/ design laboratory is welcome.
Maximum marks 20
b) Quantitative Evaluation – Bonus Points
Item Description with
reference no. of Self
Assessment Report (SAR)
in parenthesis
Significant achievements of
the department
(Part-II: 12)
The visiting team will evaluate the merits of the achievements listed by the department in selfassessment document and make some on-the-spot assessments. Significant achievements,
which are academic/ research and development in nature will only be considered.
Maximum marks 15
2.
Goals planned for the
department
(Part-II: 13)
The visiting team will study the goals planned by the department, as stated in self-assessment
document and examine its merits as well as feasibility of implementation. The visiting team
should feel convinced that the department is making sincere efforts to implement these goals.
Maximum marks 10
3.
Critical assessment of
strengths and weaknesses of
the department
(Part-II: 14)
Critical assessment of own strengths and weaknesses promote healthy growth of the college. If
the visiting team’s assessment of strength and weaknesses and what the department has stated
in self-assessment document match, it goes as a plus point in their critical assessment
capabilities. Moreover, there should be visible efforts from the department to correct their
weaknesses.
Maximum marks 20
Sr.No.
1.
Evaluation guidelines
Appendix-I: Explanatory Notes
1. Faculty- Adequacy and qualifications:
To compute marks on this component, the following formula is to be used:
Q  80
P  0.8M  0.5B
,
PM B
where,
P is the number of faculty members having Ph.D. qualifications
M is the number of faculty members having master’s degree qualifications
B is the number of faculty members having bachelor’s degree qualifications
N is the total number of faculty (=P+M+B)
N0 is the number of faculty required as per faculty student ratio of 1:15

N
 0.5
0 for
N
o

 N
N
  3
 1.5 for 0.5 
 0.8 .
N0
 No

N
N
 0.5 for
 0.8
0.5
N0
 N0
Insert a comma ‘,’ after 1.5 and a space in the second and the third line
A graphical presentation of the above formula is shown below:
1.0
0.9
α
0.5
0.8
1.0
N/N0
To include adjunct/visiting faculty in the above calculation, the following factors should be taken into
consideration: (a) academic load, (b) salary, (c) duration (more than one year to be considered) and (d)
qualifications.
One such adjunct/ visiting faculty member could be considered as equivalent to (at an appropriate
designation):
0.5{ (Load taken/ Average load) + ( Salary/ Salary payable at midpoint of the scale) }
in terms of regular faculty.
A sample calculation done for an example is given below.
Suppose,
The number of students in the program is 300
Actual number of faculty is N = 18 ( P=3, M=12, B=3).
But for a faculty-student ratio of 1:15, we need N0 = 20.
Therefore,
N
 0.9 and α = 0.95.
N0
Substituting the above values in the expression for Q, we obtain Q=59.5
This program therefore qualifies in this parameter, since it exceeds the qualifying marks of 55.
2. Faculty – Teaching and research:
To have a quantitative measure of faculty activities and their contributions to teaching, research, and
overall growth of the college, a parameter, called Faculty Activities Point (FAP) is introduced herein. In
self assessment, every faculty would calculate his/her FAP based on the guidelines presented herein and
when averaged over all the faculty members of the program, the mean FAP would indicate the program
faculty’s overall teaching and research activity index.
Break-up of FAP:
Category-I: Faculty members who are doing teaching and research, not pursuing any higher degree and
not holding the office of Principal/ Head/ Dean.
Part-A: Teaching load: Max points=70
It is assumed that the normal teaching load is never more than two courses of 3 credit hours and two labs
per semester . Direct contact hours, lecture preparations, tutorial preparations, answerscript correction etc.
together would require around 70% of faculty time.
25 points will be awarded for teaching every theory course (3 credit hours) and 10 points will be awarded
for teaching every lab course (average teaching load over the duration in which they serve in this category
will be considered).
The maximum points allocated for this part is 70.
Part-B: Administrative and student activities: Max points=10
It is also expected that a faculty should devote around 10% of his /her time in getting associated with
institute or departmental level administrative/ academic responsibilities (e.g., time-table preparations,
faculty advisor/ counselor/mentor, warden of a hostel, gymkhana/ training-and-placement coordinator etc.)
Such responsibilities if any, handled in past three years must be well-defined and documented.
Points may be self awarded, based on percentage of time devoted to these activities, but faculty members
will be answerable to the evaluators for the points so awarded.
Part-C: Scholarly pursuits and Research & Development activities: Max points=20
It is expected that a faculty should devote around 20% of his/her time in scholarly pursuits and R & D
activities.
10 points are allocated to scholarly pursuits. It is identified by the following attributes: (i) developing
course materials/ new lab experiments: 2 points, (ii) developing question bank: 2 points, (iii) identifying
important books in the subject area: 2 points and (iv) blending the concepts/ thoughts of various authors in
the lecture notes and other original initiatives for improvement of intellectual ability of the students: 4
points.
10 points are allocated to research and development activities in past three years. Its outcomes may be
measured in terms of
o Sponsored/ consultancy projects: 2 points for each such project (minimum budget: Rs. 5
lakhs) as PI.
o Books/ refereed journal/ refereed conference publications: 4 points for every single
authored text book, 2 points for each refereed journal and 1 point for each refereed
conference
o Short term course attended (minimum duration should be one week to obtain a credit out
of it. Two weeks will be more creditable.): 2 points for each course of two week duration
and 1 point for each course of one week duration.
o Completed Ph.D. guidance: 5 points
If total points earned in research and development exceeds 10, the extra points may be added to the FAP
score as a bonus. Maximum FAP for a faculty is restricted to 100.
Category-2: Faculty members pursuing higher degree on a part time basis.
Part-A: Maximum points =35
Basis of point calculation is same as in category-1.
Part-B: Nil. (Any administrative responsibility for them is strongly discouraged).
Part-C: Maximum points=65.
5 points are allocated to scholarship. It is identified by the following attributes: (i) developing course
materials/ new lab experiments: 1 point, (ii) developing question bank: 1 point, (iii) identifying important
books in the subject area: 1 point and (iv) blending the concepts/ thoughts of various authors in the lecture
notes and other original initiatives for improvement of intellectual ability of the students: 2 points.
60 points are allocated to research and development activities in past three years. Its outcomes may be
measured in terms of
o Sponsored/ consultancy projects: 2 points for each such project as PI.
o Books/ refereed journal/ refereed conference publications: 4 points for every single
authored text book, 6 points for each refereed journal and 3 points for each refereed
conference
o Short term course attended (minimum duration should be one week to obtain a credit out
of it. Two weeks will be more creditable.): 2 points for each course of two week duration
and 1 point for each course of one week duration.
o Ph.D./ Master’s degree pursued: 40 points
If total points earned in research and development exceeds 60, the extra points may be added to the FAP
score as a bonus. Maximum FAP for a faculty is restricted to 100.
Category-3: Faculty members holding offices of Principal, Head of the Departments or Deans
Part-A: Maximum points=25
Basis of point calculation is same as in category-1.
Part-B: Maximum points=60
Part-C: Maximum points=15
5 points are allocated to scholarship. It is identified by the following attributes: (i) developing course
materials/ new lab experiments: 1 point, (ii) developing question bank: 1 point, (iii) identifying important
books in the subject area: 1 point and (iv) blending the concepts/ thoughts of various authors in the lecture
notes and other original initiatives for improvement of intellectual ability of the students: 2 points.
10 points are allocated to research and development activities in past three years. Its outcomes may be
measured in terms of
o Sponsored/ consultancy projects: 2 points for each such project as PI.
o Books/ refereed journal/ refereed conference publications: 4 points for every single
authored text book, 2 points for each refereed journal and 1 point for each refereed
conference
o Short term course attended (minimum duration should be one week to obtain a credit out
of it. Two weeks will be more creditable.): 2 points for each course of two week duration
and 1 point for each course of one week duration.
o Completed Ph.D. guidance: 5 points for each such candidate
If total points earned in research and development exceeds 10, the extra points may be added to the FAP
score as a bonus. Maximum FAP for a faculty is restricted to 100.
NOTE: It is possible that cases like following may occur:
a) The faculty member has served the college for less than three years: In this case, their average
activity point for the duration of service will be computed.
b) The faculty member has a mixture of categories in past three years: In this case, the activity points
in each category will be computed and then proportionate to the duration they serve in each
category, an averaged FAP may be computed. Example,
A faculty member serves in category-1 for 14 months and obtains an FAP of 75. He/ she serves in
category-2 for 22 months and obtains an FAP of 80. His/ her averaged FAP will be (14x75 +
22x80)/36 = 78.05, rounded to 78.
A mean FAP (out of 100) for the program faculty may then be computed. It is to be multiplied by 0.75 to
compute the score in this category. The evaluators may also apply their own judgment to make adjustments
of this score, depending upon group/ individual discussions with the faculty.
Appendix-II: Program Objectives and Outcomes
An engineering program must ensure that its graduates understand the basic concepts of science and
mathematics, have gone through one engineering field in depth to appreciate and use its methodologies of
analyses and design, and have acquired skills for life-long learning. An engineering program must therefore
have a mission statement which is in conformity with the mission statement of the organization. The
mission must be translated into specific program objectives and program outcomes that are expected of the
educational process. The outcomes of a program must be measurable and must be assessed regularly
through proper feedback for improvement of the programme. There must be a quality assurance process in
place within the Institute to make use of the feedback for improvement of the programme. The curriculum
must be constantly refined and updated to ensure that the defined objectives and outcomes are achieved.
Students must be encouraged to comment on the objectives and outcomes and the role played by the
individual courses in achieving them.
Program Objectives :
The educational objectives of a programme are the statements that describe the expected achievements of
graduates within first few years of their graduation from the programme. The programme objectives, may
be guided by global and local needs, vision of the Institution, long term goals etc. For defining the program
objectives the faculty members of the programme must continuously work with local employers, industry
and RD advisors, and the alumni.
The objectives of a programme can be broadly defined on five counts :
1.
2.
3.
4.
5.
Preparation : To prepare students to excel in postgraduate programmes or to succeed in industry /
technical profession through global, rigorous education.
Core Competence : To provide students with a solid foundation in mathematical, scientific and
engineering fundamentals required to solve engineering problems and also to pursue higher
studies.
Breadth : To train students with good scientific and engineering breadth so as to comprehend,
analyze, design, and create novel products and solutions for the real life problems.
Professionalism : To inculcate in students professional and ethical attitude, effective
communication skills, teamwork skills, multidisciplinary approach, and an ability to relate
engineering issues to broader social context.
Learning Environment : To provide student with an academic environment aware of excellence,
leadership, written ethical codes and guidelines, and the life-long learning needed for a successful
professional career.
Within above five broad categories, each programme may define its own objectives appropriate for the
specific discipline.
Programme Outcomes :
The programme outcomes are the skills and knowledge which the students have at the time of graduation.
The outcomes essentially indicate what a student can do from subject-wise knowledge acquired during the
programme. The outcomes may be programme specific within broad categories given in the following.
Generally, the engineering programmes must demonstrate their graduates have following capabilities:
(a)
(b)
(c)
Graduates will demonstrate knowledge of mathematics, science and engineering.
Graduates will demonstrate an ability to identify, formulate and solve engineering problems.
Graduate will demonstrate an ability to design and conduct experiments, analyze and interpret
data.
(d)
Graduates will demonstrate an ability to design a system, component or process as per needs
and specifications.
(e)
Graduates will demonstrate an ability to visualize and work on laboratory and multidisciplinary tasks.
(f)
Graduate will demonstrate skills to use modern engineering tools, softwares and equipment
to analyze problems.
(g)
Graduates will demonstrate a knowledge of professional and ethical responsibilities.
(h)
Graduate will be able to communicate effectively in both verbal and written form.
(i)
Graduate will show the understanding of impact of engineering solutions on the society and
also will be aware of contemporary issues.
(j)
Graduate will develop confidence for self education and ability for life-long learning.
(k)
Graduate who can participate and succeed in competitive examinations.
The programme outcomes can vary slightly depending upon the discipline. However, the broad outcomes
would be the same.
The outcomes of all the courses developed by the faculty members should be assessed by a committee
consisting of subject experts from inside and outside the programme. The assessment process can be direct
or indirect. The direct assessment will be through interim assessment by the faculty or by industry /
technology experts. The indirect assessment on the other hand could be by students through course
outcomes, lab evaluation, department associations, exit interviews, engineering services, GATE
examination etc. Frequency of assessment can be decided and justified by the programme coordinator.
A broad relation between the program objective and the outcomes is given in the following table :
Programme
Objectives
1
2
3
4
5
Programme Outcomes
a
X
X
b
X
X
X
c
d
X
X
X
X
X
e
f
g
h
I
j
X
X
X
X
X
X
K
X
X
X
In the following, three sample departments and their outcomes are given. Deliberately two different
possible formats have been presented.
Sample Programme Assessment Plan
for
Department of Electrical Engineering
Programme Outcomes :
(a) Graduates will demonstrate knowledge of differential equations, vector calculus, complex variables,
matrix theory, probability theory, physics, chemistry and electrical and electronics engineering.
(b) Graduates will demonstrate an ability to identify, formulate and solve electrical engineering problems.
(c) Graduate will demonstrate an ability to design electrical and electronic circuits and conduct
experiments electrical systems, analyze and interpret data.
(d) Graduates will demonstrate an ability to design digital and analog systems and component.
(e) Graduates will demonstrate an ability to visualize and work on laboratory and multi-disciplinary tasks.
(f) Graduate will demonstrate skills to use modern engineering tools, softwares and equipment to analyze
problems.
(g) Graduates will demonstrate a knowledge of professional and ethical responsibilities.
(h) Graduate will be able to communicate effectively in both verbal and written form.
(i) Graduate will show the understanding of impact of engineering solutions on the society and also will be
aware of contemporary issues.
(j) Graduate will develop confidence for self education and ability for life-long learning.
(k) Graduate who can participate and succeed in competitive examinations like GATE, GRE.
Courses offered in the EE curriculum
PH101
Physics I
PH102
Physics II
CH101
Chemistry
MA101 Maths I
MA102 Maths II
HS101
English
HS103
Communication skills
HS105
Economics
EE 002
Principles of Electrical Engineering
EE003 Principles of Electrical Engineering Lab
EE152
Basic Electric Circuits
EE206
Digital Circuits
EE207
Electronic Devices and Circuits
EE210
Signals and Systems
EE214
Digital Circuits Lab
EE218
Electrical Machines
EE219
Electronics Lab
EE220
Electrical Machines Lab
EE225
Network Theory
EE301
Electromagnetic Waves
EE302
Control Systems
EE304
Electrical Energy Systems
EE308
Communication Systems
EE309
Microprocessors
EE315
Microprocessors Lab
EE317
Electromagnetic Waves Lab
EE318
Electronics Design Lab I
EE319
Analog Circuits Lab
EE321
Power Electronics
EE323
Analog Circuits
EE324
Control Systems Lab
EE326
Power Systems Lab
EE389
Electronic Design Lab II
EE403
Digital Signal Processing
EE405
Communication Electronics
EE415
Electrical Design Lab
EE421
Communication System Theory
EE425
VLSI Technology
EE426
Digital Communication Systems
EE429
Discrete Data and Digital Control
EE432
Special Semiconductor Devices
EE433
EE434
EE437
EE438
EE450
EE452
EE455
EE500
EE600
Electronic Instrumentation
Industrial Instrumentation
Analog Filters
Control System Design
Computer Control and Automation of Power Systems
Microwave and Satellite Communication
Communication Electronics Lab
Seminar
Project
In the following are given the outcomes and the corresponding courses.
Outcome (a)
PH101
Physics I
PH102
Physics II
CH101
Chemistry
MA101 Maths I
MA102 Maths II
EE 002
Principles of Electrical Engineering
EE003 Principles of Electrical Engineering Lab
EE152
Basic Electric Circuits
EE421
Communication System Theory
Outcome (b)
EE318
EE319
EE321
EE323
EE324
EE326
EE389
EE403
EE415
EE434
EE600
Electronics Design Lab I
Analog Circuits Lab
Power Electronics
Analog Circuits
Control Systems Lab
Power Systems Lab
Electronic Design Lab II
Digital Signal Processing
Electrical Design Lab
Industrial Instrumentation
Project
Outcome (c)
EE206
EE207
EE214
EE219
EE309
EE315
EE318
EE319
EE323
EE324
EE326
EE389
EE415
EE438
Digital Circuits
Electronic Devices and Circuits
Digital Circuits Lab
Electronics Lab
Microprocessors
Microprocessors Lab
Electronics Design Lab I
Analog Circuits Lab
Analog Circuits
Control Systems Lab
Power Systems Lab
Electronic Design Lab II
Electrical Design Lab
Control System Design
Outcome (d)
EE315
EE318
Microprocessors Lab
Electronics Design Lab I
EE319
EE323
EE324
EE326
EE389
EE415
EE438
Analog Circuits Lab
Analog Circuits
Control Systems Lab
Power Systems Lab
Electronic Design Lab II
Electrical Design Lab
Control System Design
Outcome (e)
EE214
Digital Circuits Lab
EE219
Electronics Lab
EE220
Electrical Machines Lab
EE315
Microprocessors Lab
EE317
Electromagnetic Waves Lab
EE318
Electronics Design Lab I
EE319
Analog Circuits Lab
EE324
Control Systems Lab
EE326
Power Systems Lab
EE389
Electronic Design Lab II
EE415
Electrical Design Lab
EE455
Communication Electronics Lab
Outcome (f)
EE309
Microprocessors
EE434
Industrial Instrumentation
EE425
VLSI Technology
EE433
Electronic Instrumentation
Outcome (g)
Elective humanities courses
Outcome (h)
HS101
HS103
English
Communication skills
Outcome (i)
HS105
Economics
Humanities courses in philosophy, psychology
EE450
Computer Control and Automation of Power Systems
EE452
Microwave and Satellite Communication
Advanced level elective courses
Outcome (j)
EE500
EE600
Seminar
Project
Outcome (k)
All electrical engineering courses
Sample Programme Assessment Plan
for
Mechanical Engineering
The following are envisaged as sample educational objectives and outcomes of a Mechanical Engineering
Program:
1. To prepare students for successful careers in industry that meet the needs of Indian and multinational
companies.
2. To develop the ability among students to synthesize data and technical concepts for application to
product design.
3. To provide opportunity for students to work as part of teams on multidisciplinary projects.
4. To provide students with a sound foundation in the mathematical, scientific and engineering
fundamentals necessary to formulate, solve and analyze engineering problems and to prepare them for
graduate studies.
5. To promote student awareness of the life-long learning and to introduce them to professional ethics and
codes of professional practice.
An accredited Mechanical Engineering Program is expected to result in the following student learning
outcomes:
(a) Graduates will demonstrate basic knowledge in mathematics, science and engineering.
(b) Graduates will demonstrate the ability to design and conduct experiments, interpret and analyze data,
and report results.
(c) Graduates will demonstrate the ability to design a mechanical system or a thermal system or a process
that meets desired specifications and requirements.
(d) Graduates will demonstrate the ability to function on engineering and science laboratory teams, as well
as on multidisciplinary design teams.
(e) Graduates will demonstrate the ability to identify, formulate and solve mechanical engineering
problems.
(f) Graduates will demonstrate an understanding of their professional and ethical responsibilities.
(g) Graduates will be able to communicate effectively in both verbal and written forms.
(h) Graduates will have the confidence to apply engineering solutions in global and societal contexts.
(i) Graduates should be capable of self-education and clearly understand the value of life-long learning.
(j) Graduates will be broadly educated and will have an understanding of the impact of engineering on
society and demonstrate awareness of contemporary issues.
(k) Graduates will be familiar with modern engineering software tools and equipment to analyze
mechanical engineering problems
The Mechanical Engineering Program outcomes leading to the achievement of the objectives can be
summarized in the following Table.
Table: The relation between the Mechanical Engineering program
Outcomes and the program Objectives.
1
EducationalObject
ives
2
3
4
5
a
X
b
X
X
c
d
X
Program Outcomes
e
f
g
X
i
j
X
X
X
k
X
X
X
X
h
X
X
X
Here is an example of objectives and outcomes of Group of Courses. We have considered the objectives of
teaching one of the subjects in Engineering Science group of courses. The typical example demonstrates
the objectives and outcomes of teaching Engineering Mechanics
Course Objectives:
At the end of the course, the student should understand the basic principles of mechanics applicable to rigid
bodies in equilibrium and the kinematics and kinetics of particle motion. The student should be able to
apply these principles to the solution of a variety of practical problems and be able to employ their
knowledge to solve more complicated problems and study the affect of problem parameters. The student
should be prepared to continue the study of the dynamics of rigid bodies and the mechanics of solids and
fluids.
Topics: Vector mechanics essentials, Equivalent systems of forces, Equilibrium of rigid bodies, Centroids,
centers of gravity, and distributed forces, Trusses, frames, machines: two-force and multi-force members,
Beams: internal forces, shear and bending moment diagrams, Dry friction, Moments of inertia, Virtual
work, Kinematics of particles, Kinetics of particles: Newton’s 2nd law, Energy and momentum methods,
Systems of particles
Contribution to Outcomes:
This course used assigned readings, lectures, and homework to enable the students to: (i) Use engineering
science principles to develop algebraic relationships among key physical parameters and variable based on
analysis of a specified system (ii) Understand and apply Newton's laws to problems systems consiting of
rigid bodies in equilibrium and particles in motion, (iii) Use references that provide tabulated physical data
that are useful to mechanical engineers (iv) Write simple programs to solve more complicated problems
and to study the effect of system parameters
Here is another example of Objectives and Outcomes of one of the Departmental Courses. We have chosen
a course on Heat and Mass Transfer.
Course Objectives:
To demonstrate basic knowledge of heat transfer by understanding: differences between conduction,
convection and radiation; basic differential equations for heat transfer; thermal conductivity of materials;
conduction through walls and composite walls; critical radius of insulation; heat transfer in fins; heat
transfer coefficient; overall heat transfer coefficient; log-mean temperature differences; forced and natural
convection correlations; Biot, Nusselt, Reynolds, Grashof, Rayleigh and Prandtl numbers; basic radiative
heat transfer, basic principles of mass transfer
Outcomes:
In order to assess the student’s progress towards achieving the Learning Outcomes, a number of homework
problems may be assigned, graded and handed back to the students. A design project involving Design of a
Heat Exchangers/ Boiler/ any equipment involving principles of Heat Transfer is required from each
student and graded by the instructor. Else the students may be asked use knowledge of all modes of heat
transfer and write a computer program to address and analyze a design problem for different choices of
design parameters
Flow Chart: The following courses form sample flow chart of the courses that a student comes across after
having completed a common core program of Mathematics, Sciences, Humanities, Engineering Sciences
and Engineering Practices during first four semesters. The first two courses in the list are covered during
the third and fourth semesters together with the courses of core program.
ME 211 Advanced Fluid Mechanics and Compressible Flows
ME 212 Advanced Mechanics of Solids
ME 311 Energy Systems
ME 312 Heat and Mass Transfer
ME 316 Design of Machine Elements
ME 321 Theory of Mechanisms and Machines
ME 322 Manufacturing Technologies
ME 328 Kinematics and Dynamics of Machinery
ME 338 Design and Control of Machine Tools
ME 370 Mechanical Engineering Lab I
ME 401 Thermal Turbomachines
ME 410 Computer Aided Engineering Design
ME 430 Advanced Manufacturing Processes
ME 440 Automation and Control
ME 460 Introduction to Robotics
ME 470 Mechanical Engineering Lab II
Besides, there are a host of Departmental Elective Courses and Open Elective Courses.
Sample Programme Assessment Plan
for
Chemical Engineering
The following are envisaged as sample educational objectives of a Chemical Engineering Program
1. To provide the necessary background in science, particularly in chemistry and in physics and advanced
mathematics.
2. To provide training to solve problems relevant to the general practice of chemical engineering and
engineering design.
3. To provide students experience in conducting and in planning experiments in the modern engineering
laboratory including interfacing experiments with computers as well as interpreting the significance of
resulting data and properly reporting results in well written technical reports.
4. To provide experience in the process of original chemical engineering design in the three areas of
equipment design, process design, and plant design through the process of formulating a design solution to
a perceived need and then executing the design and evaluating its performance including economic
considerations and societal impacts if any, along with other related constraints, and culminating in both
written and oral presentations of results.
5. To provide students experience with the multifaceted aspects of using computers to solve problems and
present results with word processing, spreadsheet, presentation and professional level applications software
used for design and analysis and to provide for obtaining and the use of information on the world wide
web.
6. To provide students a familiarity with professional issues in chemical engineering including: ethics,
issues related to the global economy and to emerging technologies, and fostering of important job related
skills such as improved oral and written communications and experience in working in teams at a number
of levels.
An accredited Chemical Engineering Program is expected to result in the following learning outcomes of
the graduates:
(a) The graduates are expected to have ability to apply knowledge of mathematics, science and engineering.
(b) The graduates are expected to have ability to design and conduct experiments, as well as to analyze and
interpret data.
(c) The graduates are expected to have ability to design a system, a component, or a process to meet desired
needs within realistic constraints such as economic, environmental, social, ethical, health and safety,
manufacturability, and sustainability.
(d) The graduates are expected to possess ability to function on multi-disciplinary teams
(e) The graduates are expected to possess ability to identify, formulate and solve engineering problems
(f) The graduates are expected to have understanding of professional and ethical responsibility
(g) The graduates are expected to communicate effectively
(h) The graduates are expected to have the broad education necessary to understand the impact of
engineering solutions in a global, economic and societal context
(i) The graduates are expected to engage themselves in life-long learning
(j) The graduates are expected to have knowledge of contemporary issues
(k) The graduates are expected to possess ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice.
Table: The relation between the Chemical Engineering program
Outcomes and the program Objectives.
Educational
Objectives
1
2
a
X
X
b
c
d
Program Outcomes
e
f
g
X
X
h
i
j
k
3
4
5
6
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Here is an example of objectives and outcomes of Group of Courses. We have considered the objectives of
teaching one of the subjects in Engineering Science group. The typical example demonstrates the objectives
and outcomes of teaching Thermodynamics.
Course Objectives:
The students completing this course are expected to: understand the nature and role of the thermodynamic
properties of matter, internal energy, enthalpy, entropy, temperature, pressure and specific volume. They
will be able to access thermodynamic property data from appropriate sources. They are expected to
understand temperature-entropy or pressure-volume diagrams. They will recognize and understand the
different forms of energy and restrictions imposed by the First Law of Thermodynamics on conversion
from one form to the other. They will understand implications of the Second Law of Thermodynamics and
limitations placed by the Second Law on the performance of thermodynamic systems. They will be able to
use isentropic processes to represent the behavior of a system. They are expected to be able to quantify the
behavior of power plants based on the Rankine cycle, including the effect of enhancements such as
superheat, reheat and regeneration. They are expected to quantify the performance of power generation
based on the Otto cycle, Diesel cycle and Brayton cycle. They will be able to quantify the performance of
refrigeration and heat pump systems.
Contribution to Outcomes:
The Learning Outcomes are assessed through graded homework, quizzes, mid-semester and a final exam.
Since the course is a prerequisite for other courses in the curriculum, there are additional opportunities to
evaluate the extent to which course objectives are achieved from the feedback of the faculty teaching
professional courses. The feedback is particularly meaningful from the faculty members who teach the
process-design related courses that have increased emphasis on application of basic principles, including
control mass and volumes.
Here is another example of Objective and Outcome of one of the Departmental Courses. We have chosen a
course on Transfer Operations I.
Course Objectives: Students are to learn the fundamentals of conservation of mass, energy and momentum
as it applies to internal and external fluid flow systems. Both differential and integral techniques from a
transport approach and macroscopic empirical approaches are to be learned.
Contribution to Outcomes: Through tests and homework problems, it is revealed that most of the students
are able to do the following. The students are able to apply their knowledge of friction factors. They are
able to perform momentum balance. They can perform control-volume based calculations involving
incompressible flows; rough pipes, fittings, networks non-circular pipes. They are able to understand basic
calculations of flow in Beds of Solids: Fixed beds, filtration, and fluidized beds.
Flow Chart: The following courses form sample flow chart of courses that a student comes across after
having completed the common core program of Mathematics, Sciences, Humanities, Engineering Sciences
and Engineering Practices during the first four semesters. The first three courses in the list are covered
during the third and fourth semesters together with the courses of core program.
ChE 211 Fluid Mechanics
ChE 212 Chemical Process Calculations
ChE 221 Chemical Engineering Thermodynamics
ChE 312 Heat and Mass Transfer
ChE 314 Separation Processes
ChE 322 Chemical Reaction Engineering
ChE 328 Industrial Plants
ChE 332 Physical Metallurgy
ChE 345 ChE Laboratory I
ChE 346 ChE Laboratory II
ChE 347 Transfer Operations I
ChE 348 Transfer Operations II
ChE 349 Transfer Operations III
ChE 351 Plant Design and Economics
ChE 425 Process Dynamics and Control
ChE 434 Industrial Reaction Kinetics
ChE 436 Corrosion and Corrosion Control
ChE 448 Separations for Biotechnology