NBA Orientation Workshop S EL F A SS E SS M E N T R EP O RT ( T I ER

NBA Orientation Workshop S EL F A SS E SS M E N T R EP O RT ( T I ER - I I U G ) Dr. R. V. Ranganath Professor, Department of Civil Engineering, BMS College of Engineering, Bangalore -19 4th Aug, 2018

SAR Contents PART A Institutional Information PART B Criteria Summary Criteria No. Program Level Criteria 1 2 3 Vision, Mission and Program Educational Objectives Program Curriculum and Teaching-Learning Processes Course Outcomes and Program Outcomes 4 Students’ Performance 5 Faculty Information and Contributions 6 7 Facilities and Technical Support Continuous Improvement

Contd. Criteria No. Institute Level Criteria 8 9 First Year Academics Student Support Systems 10 Governance, Resources Institutional Support and Financial PART C Declaration by the Institution Annexure-I Program Outcomes (POs) & Program Specific Outcomes (PSOs)

CRITERION-1: Vision, Mission and Program Educational Objectives (PEOs) 1.1. State the Vision and Mission of the Department and Institute. Vision statement typically indicates aspirations and Mission statement states the broad approach to achieve aspirations Should be written in a simple language, easy to communicate and should define objectives which are out of reach in the present context Department Vision and Mission statements shall be consistent with the Institute Vision and Mission statements Example

Contd. 1.2. State the Program Educational Objectives (PEOs). Define the PEOs under the following broad categories: i. Preparation : Employment/Higher studies ii. Core competence : Discipline knowledge iii. Professionalism : Professional value - knowledge development iv. Life long learning : Environment Example

Contd. 1.3. Indicate where the Vision, Mission and PEOs are published and disseminated among stakeholders (PEOs). Availability on Institute website under relevant program link Availability at department notice boards HoD Chamber Department website, if available Availability in department level documents Documentary evidence 1.4. State the process for defining the Vision and Mission of the Department and PEOs of the program. Process to ensure: Effective participation of Stakeholders Effective Process implementation Documentary evidence Steps

Contd. 1.5. Establish consistency of PEOs with Mission of the Department Generate a “Mission of the Department – PEOs matrix” with justification and rationale of the mapping: PEO Statements PEO 1 PEO 2 PEO 3 PEO 4 Note: M1 M2 M1, M2, . . Mn are distinct elements of Mission statement. Enter correlation levels 1, 2 or 3 as defined below: 1: Slight (Low) 2: Moderate (Medium) 3: Substantial (High) If there is no correlation, put “-” Mn

CRITERION-2: Program Curriculum and Teaching – Learning Processes (TLP) 2.1. Program Curriculum. 2.1.1. State the process used to identify extent of compliance of the University curriculum for attaining the Program Outcomes and Program Specific Outcomes as mentioned in Annexure-I. Also mention the identified curricular gaps, if any State the process details Mention identified curricular gaps Extent of compliance

Contd. 2.1.2. State the delivery details of the content beyond the syllabus for the attainment of POs & PSOs. Details of the following for the attainment of POs & PSOs Additional course Learning material Content Laboratory experiments Projects etc. Institute to provide inputs to the Affiliating University regarding curricular gaps and possible addition of new content/add-on courses in the curriculum to better attain program outcome(s)

Contd. 2.2. Teaching-Learning Processes. 2.2.1. Describe Processes followed to improve quality of Teaching and Learning Processes may include adherence to academic calendar and implementation of pedagogical initiatives such as Real life examples Collaborative learning Quality of laboratory experience with regard to conducting experiments Recording observations Analysis of data etc. Encouraging bright students Assisting weak students etc. ICT supported learning Interactive classrooms

Contd. 2.2.2. Quality of internal semester Question papers, Assignments and Evaluation. Mention the initiatives, Implementation details and analysis of related to – a. Quality of Semester Question papers b. Assignments c. Evaluation d. Relevance to COs learning levels

Contd. 2.2.3. Quality of Student Projects Consideration to factors including, but not limited to – Environment & Safety Ethics Cost Type (application, product, research, review etc.) Standards Processes related to project identification, allotment, continuous monitoring and evaluation Demonstration of working prototype and enhancing the relevance of projects. Mention Implementation details including details of POs and PSOs addressed with justification

Contd. 2.2.4. Initiatives related to industry interaction Industry supported laboratories. Industry involvement in the program design and partial delivery of any regular courses for students. Impact analysis of industry institute interaction and actions taken thereof 2.2.5. Initiatives related to industry internship/summer training Industrial training/tours for students. Industrial / internship / summer training of more than two weeks and post training Assessment. Impact analysis of industrial training. Student feedback on initiatives

CRITERION 3: Course Outcomes and Program Outcomes 3.1. Establish the correlation between the Courses and the Program Outcomes (POs) and Program Specific Outcomes (PSOs) 3.1.1. Course Outcomes (COs) SAR should include course outcomes of One course/Semester (3rd to 8th) of study, however, should be prepared for all courses and made available as evidence Example 3.1.2. CO-PO matrices of courses selected in 3.1.1 (six matrices to be mentioned; one per semester from 3rd to 8th semester) COURSE Design of RCC Structures 10CV5DCRCC COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 CO1 3 3 - - - - - 1 - - - CO2 3 3 3 - - - - 2 - - - CO3 3 3 3 - - - - 3 - - -

Contd. Note: Enter correlation levels 1, 2 or 3 as defined below: 1: Slight (Low) 2: Moderate (Medium) 3: Substantial (High) 3.1.3. Program level Course-PO matrix of all courses INCLUDING first year courses It may be noted that contents of Table 3.1.2 must be consistent with information available in Table 3.1.3 for all the courses.

Contd. 3.2. Attainment of Course Outcomes 3.2.1. Describe the assessment processes used to gather the data upon which the evaluation of Course Outcome is based Examples of data collection processes may include, but are not limited to- Specific exam/tutorial questions - Assignments - Laboratory tests - Project evaluation - Student portfolios A portfolio is a collection of artifacts that demonstrate skills, personal characteristics, and accomplishments created by the student during study period, internally developed assessment exams, project presentations, oral exams etc.

Contd. 3.2.2. Record the attainment of Course Outcomes of all courses with respect to set attainment levels Program shall have set Course Outcome attainment levels for all courses The attainment levels shall be set considering average performance levels in the University Examination or any higher value set as target for the assessment years Attainment level Student performance in internal assessments with respect the Course Outcomes Performance in the University Examination

Contd. Measuring Course Outcomes attained through University Examinations Example related to attainment levels Vs. targets: (The examples indicated are for reference only. Program may appropriately define levels) Attainment Level 1: 60% students scoring more than University average percentage marks or set attainment level in the final examination Attainment Level 2: 70% students scoring more than University average percentage marks or set attainment level in the final examination Attainment Level 3: 80% students scoring more than University average percentage marks or set attainment level in the final examination

Contd. Attainment is measured in terms of actual percentage of students getting set percentage of marks If targets are achieved then all the course outcomes are attained for that year Program is expected to set higher targets for the following years as a part of continuous improvement If targets are not achieved the program should put in place an action plan to attain the target in subsequent years Measuring CO attainment through Internal Assessments: Target may be stated in terms of percentage of students getting more than class average marks or set by the program in each of the associated COs in the assessment instruments (midterm tests, assignments, mini projects, reports and presentations etc. as mapped with the COs

Contd. Examples related to attainment levels Vs. targets: Attainment Level 1: 60% students scoring more than 60% marks out of the relevant maximum marks Attainment Level 2: 70% students scoring more than 60% marks out of the relevant maximum marks Attainment Level 3: 80% students scoring more than 60% marks out of the relevant maximum marks Attainment is measured in terms of actual percentage of students getting set percentage of marks If targets are achieved then the PY1ICPHY and CV3DCMOF are attained for that year. Program is expected to set higher targets for the following years as a part of continuous improvement If targets are not achieved the program should put in place an action plan to attain the target in subsequent years Similar targets and achievement are to be stated for the other midterm tests/internal assessment instruments

Contd. Course Outcome Attainment: For example: Attainment through University Examination: Substantial i.e. 3 Attainment through Internal Assessment: Moderate i.e. 2 Assuming 80% weightage to University examination and 20% weightage to Internal assessment, the attainment calculations will be (80% of University level) (20% of Internal level ) i.e. 80% of 3 20% of 2 2.4 0.4 2.8 Note: Weightage of 80% to University exams is only an example. Programs may decide weightages appropriately for University exams and internal assessment with due justification 50% - 50% Weightage 1.5 1 2.5

Contd. Program may decide five attainment levels instead of three For ex.Attainment levels: Level 5 – Very High - Score from 2.5 to 3 Level 4 – High - Score from 2 to 2.5 Level 3 – Medium - Score from 1.5 to 2 Level 2 – Low - Score from 1 to 1.5 Level 1 – Very Low- Score from 0.5 to 1

3.3. Attainment of Program Outcomes and Program Specific Outcomes 3.3.1. Describe assessment tools and processes used for measuring the attainment of each of the Program Outcomes and Program Specific Outcomes Describe the assessment tools and processes used to gather the data upon which the evaluation of each of the Program Outcomes and Program Specific Outcomes is based indicating the frequency with which these processes are carried out Describe the assessment processes that demonstrate the degree to which the Program Outcomes and Program Specific Outcomes are attained and document the attainment levels

Contd. 3.3.2. Provide results of evaluation of each PO & PSO Program shall set Program Outcome attainment levels for all POs and PSOs The attainment levels by direct (student performance) and indirect (surveys) are to be presented through Program level Course-PO & PSO matrix as indicated PO Attainment: Similar table is to be prepared for PSOs Direct attainment level of a PO & PSO is determined by taking average across all courses addressing that PO and/or PSO. Indirect attainment level of PO & PSO is determined based on the student exit surveys, employer surveys, co-curricular activities, extra-curricular activities etc.

CRITERION 4: Students’ Performance Item Sanctioned intake of the program (N) Total number of students admitted in first year minus number of students migrated to other programs/institutions plus no. of students migrated to this program (N1) Number of students admitted in 2nd year in the same batch via lateral entry (N2) Separate division students, if applicable (N3) Total number of students admitted in the Program (N1 N2 N3) CAY CAYm1 CAYm2

Contd. Year of entry N1 N2 N3 (As defined above) Number of students who have successfully graduated without backlogs in any semester / year of study (Without Backlog means no compartment or failures in any semester/year of study) I Year CAY CAYm1 CAYm2 CAYm3 (LYG) CAYm4 (LYGm1) CAYm5 (LYGm2) II Year III Year IV Year

Contd. 4.1. Enrolment Ratio (20) Enrolment Ratio N1/N Item (Students enrolled at the First Year Level on average basis during the period of assessment) 90% students 80% students 70% students 60% students Otherwise Marks 20 18 16 14 0

Contd. 4.2. Success Rate in the stipulated period of the program 4.2.1. Success rate without backlogs in any semester/year of study Enrolment Ratio SI (Number of students who have graduated from the program without backlog)/ (Number of students admitted in the first year of that batch and 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

Contd. 4.2.2. Success rate in stipulated Period SI (Number of students who graduated from the program in the stipulated period of course duration)/ (Number of students admitted in the first year of that batch and 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. 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

Contd. 4.3. Academic Performance in Third Year 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 (number of successful students/number of students appeared in the examination) 4.4. Academic Performance in Second Year 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 students in Second Year/10)) x (number of successful students/number of students appeared in the examination)

Contd. 4.5. Placement, Higher Studies and Entrepreneurship Assessment Points 40 average placement Item CAY CAYm1 CAYm2 Total No. of Final Year Students (N) No. of students placed in companies or Government Sector (x) No. of students admitted to higher studies with valid qualifying scores (GATE or equivalent State or National Level Tests, GRE, GMAT etc.) (y) No. of students turned entrepreneur in engineering / technology (z) x y z Placement Index : (x y z )/N Average placement (P1 P2 P3)/3 P1 P2 P3

Contd. 4.6. Professional Activities 4.6.1. Professional societies/chapters and organizing engineering events Relevant documentary evidences Professional Society/Chapters No. and Quality of Engineering events organized 4.6.2. Publication of technical magazines, newsletters, etc. The Department publications along with the names of the editors, publishers, etc. Quality and relevance of the contents and print material Participation of students from the program 4.6.3 Participation in inter-institute events by students of the program of study Awards in the events/conferences organized by other institutes Within the State Outside the State Prized/Awards received

Nature of Association (Regular/Contract) (In case Currently Associated is (“No”) Currently Associated (Y/N) Date of Leaving aculty Receiving Ph.D. during the Assessment Years Ph.D. Guidance Qualification search Paper Publications Specialization Department ate of Joining the Institution ate on which Designated as Professor/ Associate Professor Designation sociation with the Institution ar of attaining higher qualification University egree (highest degree) ame of the Faculty Member CRITERION 5: Faculty Information and Contributions Academic Research

Contd. 5.1. Student-Faculty Ratio (SFR) (To be calculated at Department Level) No. of UG Programs in the Department (n): No. of PG Programs in the Department (m): No. of Students in UG 2nd Year u1 No. of Students in UG 3rd Year u2 No. of Students in UG 4th Year u3 No. of Students in PG 1st Year p1 No. of Students in PG 2nd Year p2 No. of Students Sanctioned Intake Actual admitted lateral entry students (The above data to be provided considering all the UG and PG programs of the department) S Number of Students in the Department UG1 UG2 UGn PG1 PGn F Total Number of Faculty Members in the Department (excluding first

Year u1.1 u1.2 u1.3 UG1 CAY CAYm1 CAYm2 u1.1 u1.2 u1.3 u1.1 u1.2 u1.3 u1.1 u1.2 u1.3 un.1 un.2 un.3 un.1 un.2 un.3 un.1 un.2 un.3 p1.1 p1.2 p1.1 p1.2 p1.1 p1.2 pn.1 pn.2 UG1 UG2 . UGn PG1 PGn pn.1 pn.2 pn.1 pn.2 UG1 UG2 . UGn PG1 PGn un.1 un.2 un.3 UGn p1.1 p1.2 PG1 . pm.1 pm.2 PGm Total No. of Students in the Department (S) No. of Faculty in the Department (F) Student Faculty Ratio (SFR) Average SFR UG1 UG2 . UGn PG1 PGn F1 F2 F3 SFR1 S1/F1 SFR2 S2/F2 SFR3 S3/F3 SFR (SFR1 SFR2 SFR3)/3

Table B.5.1 Note: 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 - 17 - 19 - 21 23 25 - 25 - 20 Marks 18 16 14 12 10 0 marks

Minimum 75% should be Regular/ full time faculty and the remaining shall be Contractual Faculty as per AICTE norms and standards. The contractual faculty (doing away with the terminology of visiting/adjunct faculty, whatsoever) who have taught for 2 consecutive semesters in the corresponding academic year on full time basis shall be considered for the purpose of calculation in the Student Faculty Ratio. 5.1.1. Provide the information about the regular and contractual faculty as per the format mentioned below: Total number of regular faculty in the department CAY CAYm1 CAYm2 Total number of contractual faculty in the department

5.2. Faculty Cadre Proportion (25) The reference Faculty cadre proportion is 1(F1):2(F2):6(F3) F1: Number of Professors required 1/9 x Number of Faculty required to comply with 20:1 Student-Faculty ratio based on no. of students (N) as per 5.1 F2: Number of Associate Professors required 2/9 x Number of Faculty required to comply with 20:1 Student-Faculty ratio based on no. of students (N) as per 5.1 F3: Number of Assistant Professors required 6/9 x Number of Faculty required to comply with 20:1 Student-Faculty ratio based on no. of students (N) as per 5.1

Contd. 5.2. Faculty Cadre Proportion The reference Faculty cadre proportion is 1(F1):2(F2):6(F3) If AF1 AF2 0 then zero marks Maximum marks to be limited if it exceeds 25 Example: Intake 60 (i.e. total no. of students 180); Required number of Faculty: 9; RF1 1, RF2 2 and RF3 6 Case 1: AF1/RF1 1; AF2/RF2 1; AF3/RF3 1; Cadre proportion marks (1 0.6 0.4) x 12.5 25 Case 2: AF1/RF1 1; AF2/RF2 3/2; AF3/RF3 5/6; Cadre proportion marks (1 0.9 0.3) x 12.5 limited to 25 Case 3: AF1/RF1 0; AF2/RF2 1/2; AF3/RF3 8/6; Cadre proportion marks (0 0.3 0.53) x 12.5 10.4

Contd. 5.3. Faculty Qualification FQ 2.5 x [(10X 4Y)/F)] where x is no. of regular faculty with Ph.D., Y is no. of regular faculty with M.Tech., F is no. of regular faculty required to comply 1:20 Faculty Student ratio (no. of faculty and no. of students required are to be calculated as per 5.1) 5.4. Faculty Retention No. of regular faculty members in CAYm2 CAYm1 CAY Item (During the period of assessment keeping CAYm2 as base year) Marks 90% of required Faculty members retained 25 75% of required Faculty members retained 20 60% of required Faculty members retained 15 50% of required Faculty members retained 10 10 50% of required Faculty members retained 0

Contd. 5.5. Innovations by the Faculty in Teaching and Learning Contributions to teaching and learning are activities that contribute to the improvement of student learning. These activities may include innovations not limited to Use of ICT Instruction delivery Instructional methods Assessment Evaluation and inclusive class rooms that lead to effective, efficient and engaging instruction

Contd. 5.6. Faculty as participants in Faculty development / training activities/ STTPs A Faculty scores maximum five points for participation Participation in 2 to 5 days Faculty development program: 3 Points Participation 5 days Faculty development program: 5 points Name of the Faculty Sum RF Number of Faculty required to comply with 15:1 Student-Faculty ratio as per 5.1 Assessment 3 (Sum/0.5RF) (Marks limited to 15) Average assessment over three years (Marks limited to 15) Max. 5 per Faculty CAY CAYm1 CAYm2

Contd. 5.7. Research and Development 5.7.1. Academic Research Academic research includes research paper publications, Ph.D. guidance, and faculty receiving Ph.D. during the assessment period. Number of quality publications in refereed/SCI Journals, citations, Books/Book Chapters etc. Ph.D. guided /Ph.D. awarded during the assessment period while working in the institute 5.7.2. Sponsored Research Funded research from outside Provide a list with Project Title, Funding Agency, Amount and Duration

Contd. 5.7.3. Development activities Provide details: Product Development Research laboratories Instructional materials Working models/charts/monograms etc. 5.7.4. Consultancy (from Industry) Provide a list with Project Title, Funding Agency, Amount and Duration 5.8. Faculty Performance Appraisal and Development System (FPADS) The assessment is based on: A well-defined system for faculty appraisal for all the assessment years Its implementation, transparency and effectiveness

Contd. 5.9. Visiting/Adjunct/Emeritus Faculty etc. Adjunct faculty also includes Industry experts. Provide details of participation and contributions in teaching and learning and /or research by visiting / adjunct / Emeritus faculty etc. for all the assessment years: Provision of inviting visiting/adjunct /Emeritus faculty Minimum 50 hours per year interaction with adjunct faculty from industry/retired professors etc.

CRITERION 6: Facilities and Technical Support 6.1. Adequate and well equipped laboratories, and technical manpower

Contd. 6.2. Additional facilities created for improving the quality of learning experience in laboratories 6.3. Laboratories: Maintenance and overall ambiance Self-Explanatory

Contd. 6.4. Project laboratory Mention facility & Utilization 6.5. Safety measures in laboratories

CRITERION 7: Continuous Improvement 7.1. Actions taken based on the results of evaluation of each of the POs & PSOs Identify the areas of weaknesses in the program based on the analysis of evaluation of POs & PSOs attainment levels Measures identified and implemented to improve POs & PSOs attainment levels for the assessment years Examples of analysis and proposed action Sample 1: Course outcomes for a laboratory course did not measure up, as some of the lab equipment did not have the capability to do the needful (e.g., single trace oscilloscopes available where dual trace would have been better, or, non availability of some important support software etc.) Action taken-Equipment up-gradation was carried out (with details of upgradation)

Contd. Sample 2: In a course on EM theory student performance has been consistently low with respect to some COs Analysis of answer scripts and discussions with the students revealed that this could be attributed to a weaker course on vector calculus Action taken-revision of the course syllabus was carried out (instructor/text book changed too has been changed, when deemed appropriate) Sample 3: In a course that had group projects it was determined that the expectations from this course about PO3 (like: “to meet the specifications with consideration for the public health and safety, and the cultural, societal, and environmental considerations”) were not realized as there were no discussions about these aspects while planning and execution of the project Action taken- Project planning, monitoring and evaluation included in rubrics related to these aspects

Contd. POs & PSOs Attainment Levels and Actions for improvement – CAY Target Level PO1: Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialization to the solution of complex engineering problems. Action 1: Action n: PO2: Problem analysis: Identify, formulate, research literature, and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering Sciences Similar Tables should be presented for all POs & PSOs Attainment Level Observations

Contd. 7.2. Academic Audit and actions taken thereof during the period of Assessment Assessment shall be based on conduct and actions taken in relation to Continuous Improvement 7.3. Improvement in Placement, Higher Studies and Entrepreneurship Assessment is based on improvement in: Placement: number, quality placement, core industry, pay packages etc. Higher studies: performance in GATE, GRE, GMAT, CAT etc., and admissions in premier institutions Entrepreneurs 7.4. Improvement in the quality of students admitted to the program Assessment is based on improvement in terms of ranks/score in qualifying State level/National level entrances tests Percentage marks in Physics, Chemistry and Mathematics in 12th Standard Percentage marks of the lateral entry students

CRITERION 8: First Year Academics 8.1. First Year Student-Faculty Ratio (FYSFR) Assessment (5 15)/Average FYSFR (Limited to Max. 5) 8.2. Qualification of Faculty Teaching First Year Common Courses Assessment of qualification (5x 3y)/RF x Number of Regular Faculty with Ph.D y Number of Regular Faculty with Post-graduate qualification RF Number of faculty members required as per SFR of 20::1 8.3. First Year Academic Performance 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 (number of successful students/number of students appeared in the examination) Successful students are those who are permitted to proceed to the Second year

Contd. 8.4. Attainment of Course Outcomes of first year courses 8.4.1. Describe the assessment processes used to gather the data upon which the evaluation of Course Outcomes of first year is done Examples of data collection processes may include, but are not limited to – Specific exam questions Laboratory tests Internally developed assessment exams Oral exams Assignments Presentations Tutorial sheets etc. 8.4.2. Record the attainment of Course Outcomes of all first year courses Program shall have set attainment levels for all first year courses. The attainment levels shall be set considering average performance levels in the University Examination or any higher value set as target for the assessment years. Attainment level is to be measured in terms of student performance in internal assessments with respect the COs of a subject plus the performance in the University examination

Contd. 8.5. Attainment of Program Outcomes of all first year courses 8.5.1. Indicate results of evaluation of each relevant PO and/or PSO, if applicable The relevant program outcomes that are to be addressed at first year need to be identified by the institution Program Outcome attainment levels shall be set for all relevant POs and/or PSOs through first year courses COURSE C101 C102 . . Direct Attainment COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11

Contd. 8.5.2. Actions taken based on the results of evaluation of relevant POs The attainment levels by direct (student performance) are to be presented through Program level Course-PO matrix as indicated PO Attainment Levels and Actions for improvement CAY Target Level PO1: Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialization to the solution of complex engineering problems. Action 1: Action n: PO2: Problem analysis: Identify, formulate, research literature, and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering Sciences Note: PSOs, if applicable to be added appropriately Attainment Level Observations

CRITERION 9: Student Support Systems 9.1 Mentoring system to help at individual level Type of mentoring: Professional guidance / career advancement / course work specific / laboratory specific / all-round development Number of faculty mentors Number of students per mentor Frequency of meeting 9.2. Feedback analysis and reward /corrective measures taken, if any Feedback collected for all courses: YES/NO Feedback questionnaire Specify the feedback collection process Average Percentage of students who participated Specify the feedback analysis process Basis of reward / corrective measures, if any: Indices used for measuring quality of teaching and learning Summary of the index values for all courses/teachers Number of corrective actions taken

Contd. 9.3. Feedback on facilities Assessment is based on Feedback collection Analysis and corrective action taken 9.4. Self Learning The institution needs to specify – Facilities Materials Scope for self-learning / learning beyond syllabus Webinars Podcast MOOCs Evaluate effectiveness

Contd. 9.5. Career Guidance, Training, Placement The institution may specify – Facility Management Effectiveness for career guidance including counseling for higher studies Campus placement support Industry interaction for training/internship/placement, etc. 9.6. Entrepreneurship Cell The institution may specify – Facility Management Effectiveness in encouraging entrepreneurship and incubation Success stories for each of the assessment years 9.7. Co-curricular and Extra-curricular Activities The institution may specify – Co-curricular and extra-curricular activities

CRITERION 10: Governance, Institutional Support and Financial Resources 10.1 Organization, Governance and Transparency 10.1.1. State the Vision and Mission of the Institute Vision statement typically indicates aspirations and Mission statement states the broad approach to achieve aspirations Availability Appropriateness/relevance 10.1.2. Governing body, administrative setup, functions of various bodies, rules, procedures, recruitment and promotional policies service List the governing, senate, and all other academic and administrative bodies; their memberships, functions, and responsibilities; frequency of the meetings; and attendance therein The published rules including service rules, policies and procedures; year of publication shall be listed Minutes of the meetings, Action taken reports, extent of awareness among the employees/students

Contd. 10.1.3. Decentralization in working and grievance redressal mechanism List the names of the faculty members who have been delegated powers for taking administrative decisions Grievance Redressal cell Action taken report for the above point 10.1.4. Delegation of financial powers Institution should explicitly mention financial powers delegated to the Principal, Heads of Departments and relevant in-charges Demonstrate the utilization of financial powers for each year of the assessment years 10.1.5. Transparency and availability of correct/unambiguous information in public domain Information on policies, rules, processes and dissemination of this information to stakeholders is to be made available on the web site Disseminating of information about student, faculty and staff

Contd. 10.2. Budget Allocation, Utilization, and Public Accounting at Institute level Summary of current financial year’s budget and actual expenditure incurred (for the institution exclusively) in the three previous financial years. Total Income at Institute level: For CFY, CFYm1, CFYm2 & CFYm3 For CFY: Similar tables are to be prepared for CFYm1, CFYm2 & CFYm3 Total Income Fee Govt. Grant(s) Actual expenditure (till ) Other Sources (specify) Recurring including Salaries Non recurring Special Projects/Any other, specify Total No. of students: Expenditure per student

Contd. Items Infrastructure Built-Up Library Laboratory equipment Teaching and nonteaching staff salary R&D Laboratory consumables Maintenance and spares Training and Travel Miscellaneous expenses Others Specify Total Budgeted in CFY Actual expenses in CFY (till ) Budgeted in CFYm1 Actual Expenses in CFYm1 Budgeted in CFYm2 Actual Expenses in CFYm2 Budgeted in CFYm3 Actual Expenses in CFYm3

Contd. 10.2.1 Adequacy of budget allocation The institution needs to justify that the budget allocated over the years was adequate 10.2.2 Utilization of allocated funds The institution needs to state how the budget was utilized during assessment years 10.2.3 Availability of the audited statements on the institute’s website The institution needs to make audited statements available on its website. 10.3 Program Specific Budget Allocation, Utilization Total Budget at program level: For CFY, CFYm1, CFYm2 & CFYm3

10.3.1. Adequacy of budget allocation Program needs to justify that the budget allocated over the assessment years was adequate for the program 10.3.2. Utilization of allocated funds Program needs to state how the budget was utilized during the last three assessment years Actual Items Budgeted expenses Budgeted in CFY in CFY (till in CFYm1 ) Laboratory equipment Software Laboratory consumable Maintenance and spares R&D Training and Travel Miscellaneous expenses * Actual Expenses in CFYm1 Budgeted in CFYm2 Actual Expenses in CFYm2 Budgeted in CFYm3 Actual Expenses in CFYm3

10.4. Library and Internet AICTE zero deficiency report for all the assessment years Effective availability Purchase records Utilization of facilities Documentation 10.4.1. Quality of learning resources (hard/soft) Relevance of available learning resources including e-resources Accessibility to students 10.4.2. Internet Name of the Internet provider Available bandwidth Wi Fi availability Internet access in labs, classrooms, library and offices of all Departments Security arrangements

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