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Engineering Programs and NBA AccreditationN J Rao and K Rajanikanth

Engineering Programs in India Are offered as per the regulations of All India Council for Technical Education (AICTE) Are offered by Tier 1 (Academically Autonomous) and Tier 2 (Academically Non-

autonomous) Institutions At present 95% of engineering colleges are academically non-autonomous, i.e., Tier 2

institutions.

National Board of Accreditation (NBA) 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 became a permanent member of the Washington Accord (an international accord) in 2014.

Washington Accord It recognizes the substantial equivalency of programs accredited by those bodies and

recommends that graduates of programs accredited by any of the signatory bodies be recognized by the other bodies as having met the academic requirements for entry to the practice of engineering

Accreditation Accreditation is a process of quality assurance and improvement, whereby a program

in an approved Institution is critically appraised to verify that the Institution or the program continues to meet and/or exceed the Norms and Standards prescribed by regulator from time to time.

It is a kind of recognition which indicates that a programme or Institution fulfils certain standards.

Programs, and not Educational Institutions, are considered for accreditation.

Purpose of accreditation is NOT TO find faults with the institution but to assess the status-ante of the performance denigrate the working style of the institution and its programs but to provide a feed

back on their strengths and weaknesses demarcate the boundaries of quality but to offer a sensitizing process for continuous

improvement in quality provisions select only institutions of national excellence but to provide benchmarks of

excellence and identification of good practices

NBA Accreditation Workshop – Jan. 11-13, 2016 N.J. Rao/K. Rajanikanth 1

Benefits of Accreditation Facilitates continuous Quality Improvement Demonstrates accountability to the public 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 Promotes intra and inter-Institutional interactions

What are Outcomes? An outcome of an education is what the student should be able to do at the end of a

program/ course/ instructional unit. Outcome-based education is an approach to education in which decisions about the

curriculum are driven by the exit learning outcomes that the students should display at the end of the program/ course.

Why is OBE important?

Outcomes Outcomes are the abilities the students acquire at the end of the program Outcomes provide the basis for an effective interaction among stakeholders In outcome-based education, “product defines process”.


It is the results-oriented thinking and is the opposite of input-based education where the emphasis is on the educational process and where we are happy to accept whatever is the result”

Outcome-based education is not simply producing outcomes for an existing curriculum.

Perceived Disadvantages of OBE Imposition of Constraints

– The concern was that education should be open ended, taking the student where he or she was able to develop. – “The proposed outcomes watered down academics in favour of ill-defined values and process skills” – “Traditional academic content is omitted or buried in a morass of pedagogic clap-trap in the outcome-based education plans that have emerged to date”

Inclusion and Emphasis on Attitudes and Values was Inappropriate Inhibition of Learning by Discovery

– Education should be valued for its own sake and not because it led to a pre-identified outcome

To define education as a set of outcomes decided in advance of teaching and learning, conflicts with the wonderful, unpredictable voyages of exploration that characterize learning through discovery and enquiry.

Levels of Outcomes Program Educational Objectives: PEOs are broad statements that describe the

career and professional accomplishments in five years after graduation that the program is preparing graduates to achieve.

Program Outcomes: POs are statements that describe what the students graduating from engineering programs should be able to do

Program Specific Outcomes: PSOs are statements that describe what the graduates of a specific engineering program should be able to do

Course Outcomes: COs are statements that describe what students should be able to do at the end of a course

What is SAR (Self Assessment Report) SAR is compilation of such data and information pertaining to a given program for its

assessment (identifying strength and weaknesses) vis-à-vis accomplishment of defined POs and PSOs by the college itself. – SAR has two parts – Part -I seeks Institutional /Departmental information


– Part –II seeks information on ten criteria 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

NBA reconfirms or differs from the assessment of the institution, using a mechanism of peer review, in its evaluation report.

SAR Criteria (Tier II)

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. Program Outcomes and Course Outcomes 120

4. Students’ Performance 150

5. Faculty Information and Contributions 200

6. Facilities and Technical Support 80

7. Continuous Improvement 50

8. First Year Academics 50

9. Student Support Systems 50

10. Governance, Institutional Support and Financial Resources 120

Total 1000

Award of Accreditation Full Accreditation for 5 Years: 750 out of 1000 points with a minimum of 60% points

in Criteria 1, 4, 5, 6, 7 and 8 Provisional Accreditation for 2 Years: Minimum 600 out of 1000 points No Accreditation: < 600 points out of 1000 points

V, M, PEOs, POs, PSOsSections 1, 2, 3, and 8: Work Flow


Vision and MissionVision: Where you “see” your department down the road; typically one sentence!Mission: What you “do” to get there? Typically, 2-3 sentences.• Must follow from Vision and Mission of the Institute• Must be shared with all stake holders!• Better to avoid “flowery” phrases (generally):– World-Class– Global excellence– All round excellence …

• Must result from a well-defined and recorded process!

Vision and Mission - PROCESS• Stakeholders: Top Management (...), Faculty and Staff, Current Students, Alumni,

Employers, Industry reps, ......• Process:

– Initial brainstorming at multiple levels;– Review, refine, and validate (Experts, Advisory Group,...)– Wide publicity (Institute web site, campus, ...)– Review “to close the loop” (5 years?)– (Regular interactions with new faculty and staff; students?)


Vision and Mission of the Institute

Vision and Mission of the Department

Program Educational Objectives

Program Outcomes & Program Specific

OutcomesCurriculum

(Feedback loops omitted for convenience only)

Top-Down Approach

ATTAINMENT

• Process documentation• Records of process implementation

Vision & Mission of the Department

PEOs• What the Graduates of the program are expected to achieve within 3 to 4 years of

completing the program.• Can be abstract to some extent; but must be smaller in number and must be achievable.• Must follow from Vision and Mission• Must follow an established process• Typically, the process is similar to the one for Vision and Mission• Process Documentation• Records of Process Implementation• Must be shared with all stake holders!• Key elements (generally):

– Professional success– Life-long learning, Higher Education, Research– Ethical professional practice– Communication skills– Team player– ……

• 3 to 5 PEOs may be arrived at following a well-defined and recorded process• Measurement and closing the loop


Program Educational Objectives

(Sample) PEOs – UG IN EEEGraduates of BE program in EEE will be able to

1. Engage in design of systems, tools and applications in the field of electrical and electronics engineering and allied engineering industries

2. Apply the knowledge of electrical and electronics engineering to solve problems of social relevance, and/or pursue higher education and research

3. Work effectively as individuals and as team members in multidisciplinary projects4. Engage in lifelong learning, career enhancement and adopt to changing professional and

societal needs

Mission – PEO Mapping• PEOs must be consistent with the Mission• Example: A PEO states that the Graduates will be successful in Research BUT Mission has

no mention of Research!• Develop the PEO-Mission Matrix• The strength of mapping between a PEO and an element of Mission may be marked as

Substantial, Moderate, Slight• Such mapping strengths must be justified• From this perspective also, it is better to limit the number of PEOs to a reasonably small

number and have fairly crisp Mission statements.

M1 M2 ... Mk

PEO1 - 3 3......PEOn 1 1 1

• M1, M2, and so on are elements of the Mission • Correlation levels: 1, 2, or 3 interpreted as follows: 1- Slight; 2- Moderate; 3 –

Substantial. If there is no correlation, indicate by a “–”• Each mapping needs to be justified


• Example:A PEO states that the Graduates will engage in life-long learning; this is mapped to an element of the Mission statement, “environment conducive for self-directed learning”; PEO3–M4: The mapping strength is “substantial”Justification: The learning environment provided in the college is designed to promote self-directed learning by the students; this coupled with the Program Curriculum will lead Graduates to engage in continuous learning in their professional careers.

POs and PSOs• What the students become capable of, at the end of the program (PEOs look at the

graduates 3 to 4 years after the completion of the program!)• POs (12 in number) are defined by NBA; are applicable to all UG programs; cover not

just technology competence but also skills and attitudes!• PSOs are program specific; 2 to 4; need to be defined following a documented

process

POs and PSOs


Attainment of POs / PSOs

Course Outcomes


CO Attainment

Closing the Quality Loop• All the processes required for accreditation need to have the step of “closing the loop”.• A model useful for understanding this is the Deming’s Quality Cycle:

• We plan the activity; do it; measure the performance (CHECK); and finally based on what was planned and what was actually achieved, initiate appropriate action commencing the next round of the quality cycle.

ACTION:• If the attainment lags behind the planned target, we need to further analyze the

reasons for the same and plan suitable corrective actions for the next round.• If the achievement exceeds the planned target, we need to “raise the bar”! Further, we

need to examine:


PLAN D

OCHECK

ACT

• If the targets set were too easy; if so, we need to raise the bar in a realistic fashion

• If the targets set were reasonable, then we need to plan for achieving the new target level.

• This concept of Quality Loop operates at all levels of attainment of outcomes. Will be discussed elaborately in later sessions

• At Course Level:• Target levels of attainment of Course Outcomes (COs) are set; Course is

delivered; actual attainment of COs is determined; AND• The loop is closed either by increasing the target level for the next offering of

the course or• By planning suitable improvements in the teaching /learning process to increase

the actual attainment so as to reach the target• At PO, PSO Level:

• POs and PSOs are achieved through formal courses and other co-curricular and extra-curricular activities

• Target levels of attainment of POs and PSOs are set; Program is delivered; actual attainment of POs and PSOs is determined; AND

• The loop is closed either by increasing the target level for the next cycle of the program or

• By planning suitable improvements in all the relevant activities to increase the actual attainment

• “Closing the loop” must be carried out, in a similar manner, at the level of PEOs also!• This concept applies even at higher levels of Mission and Vision though the time frames

involved are usually much larger!• Thus Mission is revisited typically once in 5 to 6 years.• It is much rarer to revisit the Vision in less than about 7 to 10 years!

This process view of Quality is central to Accreditation

Taxonomy of Teaching, Learning and AssessmentDimensions of Learning

Cognitive– Cognitive Processes– Knowledge Categories Affective (Emotion) Psychomotor

All three dimensions are involved to varying degrees in all experiences and activities Spiritual


Cognitive ProcessesAnderson/Bloom’s Taxonomy

Remember Understand Apply Analyze Evaluate Create

Remember Remembering involves retrieving relevant knowledge from long-term memory The relevant knowledge may be factual, conceptual, procedural, or some combination

of these Remembering knowledge is essential for meaningful learning and problem solving as

that knowledge is used in more complex tasks Action verbs: Recognize, recall, list, mention, state, draw, label, define, name, describe,

prove a theorem etc.

Understand We are said to understand when we are able to construct meaning from instructional

messages Instructional messages can be verbal, pictorial/ graphic or symbolic Instructional messages are received during lectures, demonstrations, field trips,

performances, or simulations, in books or on computer monitorsAction verbs for ‘Understanding’

Interpret: translate, paraphrase, represent and clarify Exemplify: Illustrate and instantiate Classify: Categorize and subsume Summarize: Generalize and abstract Infer: Find a pattern Compare: Contrast, match, and map Explain: Construct a model

Apply Using procedures to perform exercises or solve problems Closely linked with procedural knowledge

Action verbs: Execute/Implement: determine, calculate, compute, estimate, solve, draw, relate,

modify, etc.


AnalyzeInvolves breaking material into its constituent parts and determining how the parts are related to

one another and to an overall structure Differentiate: Discriminate, differentiate, focus and select (Distinguishing relevant

parts or important parts from unimportant parts of presented material) Organize: Structure, integrate, find coherence, outline, and parse (Determine how

elements fit or function within a structure) Attribute: Deconstruct (Determine a point of view, bias, values, or intent underlying

presented material

Analyse activities refining generalizations and avoiding oversimplifications developing one’s perspective: creating or exploring beliefs, arguments, or theories clarifying issues, conclusions, or beliefs developing criteria for evaluation: clarifying values and standards evaluating the credibility of sources of information questioning deeply: raising and pursuing root or significant questions clarifying arguments, interpretations, beliefs, or theories reading critically: clarifying or critiquing texts examining or evaluating assumptions distinguishing relevant from irrelevant facts making plausible inferences, predictions, or interpretations giving reasons and evaluating evidence and alleged facts recognizing contradictions exploring implications and consequences

Analysis in Engineering Use of the verb ‘analyze’ in engineering is bit tricky It is not easy to design any questions in this category in limited time written

examinations Analyse activities can be included in assignments related to case studies, projects,

term papers and field studies

Evaluate Make judgments based on criteria and standards Criteria used include quality, effectiveness, efficiency and consistency The standards may be either quantitative or qualitative

Action Verbs Check: Test, detect, monitor, coordinate Critique: Judge (Accuracy, adequacy, appropriateness, clarity, cohesiveness,

completeness, consistency, correctness, credibility, organization, reasonableness, reasoning, relationships, reliability, significance, standards, usefulness, validity, values,


worth, criteria, standards, and procedures)

Create Involves putting elements together to form a coherent or functional whole While it includes objectives that call for unique production, also refers to objectives

calling for production that students can and will do Action verbs:

Generate: Classify systems, concepts, models, explanations, generalizations, hypotheses, predictions, principles, problems, questions, stories, theories)

Plan (design) Produce

Critical Thinking Critical thinking refers to the deep, intentional and structured thinking process that is

aimed at analyzing and conceptualizing information, experiences, observation, and existing knowledge for the purpose of creating original and creative solutions for the challenges encountered

Critical thinking is systematic and holistic in the sense that while examining a proposed solution, it examines its impact and consequences on other parts of the system thus ensuring that a solution at one level of the system does not create challenges and difficulties somewhere else

Thinking critically requires a positive open and fair mindset that is able to objectively examine the available information and is aware of the laid assumptions and limitations brought about by them.

Critical thinking is the art of analyzing and evaluating thinking with a view to improving it

Problem Solving Problem solving involves Apply, Analyze, Evaluate and Create processes

Nature of Engineering Courses The frameworks with in which majority of engineering and engineering science courses

are dealt with are fairly well defined Solution of open ended problems is attempted in engineering programs mostly through

projects and sometimes through assignments where time for solving is not a major limitation

Assessment items in class tests and end-semester examinations dominantly belong to the Remember, Understand and Apply cognitive levels


Higher Orders of Learning/ Deep Learning/Meaningful Learning Apply (Implement) Analyze Evaluate Create

Categories of KnowledgeKnowledge

The problem of characterizing knowledge is an enduring question of philosophy and psychology

Knowledge is organized and structured by the learner in line with a cognitivist - constructivist tradition

Knowledge is domain specific and contextualizedGeneral Categories

Factual Conceptual Procedural Metacognitive

Categories specific to Engineering Fundamental Design Principles Criteria and Specifications Practical Constraints Design Instrumentalities

Factual Knowledge Basic elements students must know if they are to be acquainted with the discipline or

solve any of the problems in it Exists at a relatively low level of abstraction

Subtypes of Factual Knowledge Knowledge of terminology (e.g., words, numerals, signs, pictures) Knowledge of specific details (including descriptive and prescriptive data) and

elementsSamples of ‘Factual’ Knowledge

Terminology: Signal-to-noise ratio, low-pass filter, VCVS, CCCS, power factor etc.Specific details:

Power supply frequency in India is 50 Hz Semiconductor devices fail above 120OC Ball grid array packaging can provide for more that 200 input-output pins TI and Analog Devices are two semiconductor manufacturers making a wide variety of

analog ICs

Conceptual Knowledge


A concept denotes all of the entities, phenomena, and/or relations in a given category or class by using definitions.

Concepts are abstract in that they omit the differences of the things in their extension Classical concepts are universal in that they apply equally to everything in their

extension. Concepts are also the basic elements of propositions, much the same way a word is the

basic semantic element of a sentence.Includes

knowledge of categories and classifications, and the relationships between and among them

schemas, mental models, or implicit or explicit theories Schemas and models, and theories represent

how a particular subject matter is organized and structured how the different parts or bits of information are interconnected and interrelated in a

more systematic manner how these parts function together

Examples of Conceptual Knowledge Force, acceleration, velocity, mass, voltage, current, temperature, entropy, stress,

strain Kirchhoff’s laws Laws of thermodynamics

Procedural Knowledge is the “knowledge of how” to do something it often takes the form of a series or sequence of steps to be followed. includes knowledge of skills, algorithms, techniques, and methods, collectively known

as procedures also includes knowledge of the criteria used to determine when to use various

procedures is specific or germane to particular subject matters or academic disciplines

Examples of Procedural Knowledge Solving matrix differential equation Preparing a truth-table from a logic expression Drawing a Bode plot Designing a filter as per specifications

Metacognitive Knowledge is knowledge about cognition in general as well as awareness of and knowledge about

one’s own cognition? Categories of Metacognitive knowledge

Assessing the task at hand Evaluating one’s own strengths and weaknesses


Planning an appropriate approach Applying strategies and monitoring performance Reflecting and adjusting one’s own approach Beliefs about intelligence and learning

Fundamental Design ConceptsOperational principles of devices, and components within a deviceExamples

A device can perform a variety of tasks by incorporating memory into it. A device that has two well defined states can be used as a memory unit. Stepping movement can be created through interaction between two salient magnetic

fields. An airfoil, by virtue of its shape, in particular its sharp trailing edge, generates lift when

inclined at an angle to the air stream.

Criteria and Specifications It is necessary to translate the qualitative goals for the device into specific,

quantitative goals. Design criteria vary widely in perceptibility

Examples Any power converter should have efficiency above 95%. The speed control unit for the dc motor should not create excessive harmonic distortion

on the power line. The SMPS output should have an output regulation of 0.5%. The speed of the dc motor should be controlled over a speed range of 1 to 300 RPM

with an accuracy of 0.05%.

Practical Constraints an array of less sharply defined considerations derived from experience in practice,

considerations that frequently do not lend themselves to theorizing, tabulation, or programming into a computer.

Examples The legend should be written above the switch on the front panel The indicator lamp should be above the switch The clearances that must be allowed between physical parts in equipment for tools and

hands to reach different parts The design should be completed within two months

Design Instrumentalities Procedural knowledge including the procedures, way of thinking and judgmental skills


by which design is done.Examples

1. Top-down approach to the design of a product2. Phasing of development of a product3. Structuring of an electronic product4. Design walkthroughs.5. Identify all members of the team early on and include every member in the group

communications from the outset.

Taxonomy Table It is a table of six cognitive processes (columns) and eight categories of knowledge

(rows). Each cell represents a specific combination of cognitive process and a category of

knowledge.

Taxonomy Table (Anderson-Bloom-Vincenti)

Knowledge Categories

Cognitive Processes

Remembe

r

Understan

d

ApplAnalyze

Evaluat

eCreate

Factual

Conceptual

Procedural

Fundamental Design principles

Criteria & Specifications

Practical Constraints

Design instrumentalities

Metacognitive

Alignment Alignment refers to the correspondence of learning objectives, assessment and

instructional activitiesNBA Accreditation Workshop – Jan. 11-13, 2016 N.J. Rao/K. Rajanikanth 18

Psychomotor domain It includes physical movement, coordination, and use of the motor-skill areas.

(Simpson, 1972) Development of these skills requires practice and is measured in terms of speed,

precision, distance, procedures, or techniques in execution.

Affective Domain Proposed in 1956 by Krothwohl, Bloom, and Masia Difficult to structure Catch all: self-concept, motivation, interests, attitudes, beliefs, values, self-esteem,

morality, ego development, feelings, need achievement, locus of control, curiosity, creativity, independence, mental health, personal growth, group dynamics, mental imagery and personality

Relation between the three domains Cognitive, affective and psychomotor activities are not independent of one another Instruction needs to pay attention to these dependencies


Program Outcomes, Program Specific Outcomes, and Course Outcomes

POs and PSOs• What the students become capable of, at the end of the program (PEOs look at the

graduates 3 to 4 years after the completion of the program!)• POs (12 in number) are defined by NBA; are applicable to all UG programs; cover not just

technology competence but also skills and attitudes!• PSOs are program specific; 2 to 4; need to be defined following a documented process

POs defined by NBA1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex engineering problems.

2. Problem analysis: Identify, formulate, research literature, and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.

3. Design/development of solutions: Design solutions for complex engineering problems and design system components or processes that meet the specified needs with appropriate consideration for the public health and safety, and the cultural, societal, and environmental considerations.

4. Conduct investigations of complex problems: Use research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions.

5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of the limitations.

6. The engineer and society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant


to the professional engineering practice.7. Environment and sustainability: Understand the impact of the professional engineering

solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable development.

8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice.

9. Individual and team work: Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings.

10. Communication: Communicate effectively on complex engineering activities with the engineering community and with society at large, such as, being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.

11. Project management and finance: Demonstrate knowledge and understanding of the engineering and management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.

12. Life-long learning: Recognize the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change.

Program Specific Outcomes (PSOs):• Beyond POs• Specific to the particular program• 2 to 4 in number• Must have a process for arriving at them• Must be realistic• Program Curriculum and other activities during the program must help the achievement

of PSOs as with POs!

PSOs - ExamplesCSE: (Stem as with POs)

• Design, develop, test, and maintain Software Systems for business applications • Design, develop, test, and maintain Systems Software. • Maintain legacy software systems

ECE: (Stem as with POs)• Specify, design, prototype and test modern electronic systems that perform analog and

digital signal processing functions. • Architect, partition, and select appropriate technologies for implementation of a specified

communication system

Course OutcomesStudents learn well when

They are clear about what they should be able to do at the end of a course


Assessment is in alignment with what they are expected to do Instructional activities are designed and conducted to facilitate them to acquire what

they are expected to achieve

Assessment Understanding what students know and are able to do as a result of their engineering

education is fundamental to students success and to the quality and effectiveness of engineering education

Many academics still view The assessment of student learning as an obligatory, externally imposed chore of

compliance and accountability Gathering evidence of students learning is not compliance with external demands but

rather, an institutional strategy, a core function of continuous improvement and a means for faculty to elevate student success and strengthen institutional health

Outcomes of Learning When we teach we want our students to learn. Outcomes of any learning: Outcomes, Course Outcomes, Learning Outcomes,

Intended Learning Outcomes, Instructional Objectives, Educational Objectives, Behavioral Objectives, Performance Objectives, Terminal Objectives, Subordinate Skills, Subordinate Objectives, General Instructional Objectives, Specific Learning Outcomes and Competencies.

What is Course Outcome? Course Outcomes are what the student should be able to do at the end of a course It is an effective ability, including attributes, skills and knowledge to successfully carry

out some activity which is totally identified The most important aspect of a CO is that it should be measurable

Structure of a CO Statement Action: Represents a cognitive/ affective/ psychomotor activity the learner should

perform. An action is indicated by an action verb representing the concerned cognitive process.

Knowledge: Represents the specific knowledge from any one or more of the eight knowledge categories

Conditions: represents the process the learner is expected to follow or the conditions under which to perform the action (This is an optional element of CO)

Criteria: represent the parameters that characterize the acceptability levels of performing the action (This is an optional element of CO)


Sample 1Determine the input-output characteristics of active two-port networks using Microcap simulator and TI Analog Laboratory unit and compare their characteristics as obtained by simulation and Lab Unit

Action: Determine (Apply) Knowledge: input-output characteristics of active two-port networks (Conceptual) Condition: using Microcap simulator and TI Analog Laboratory unit Criteria: compare its characteristics as obtained by simulation and Lab Unit

Sample 2Macro model signal processing functions of resistors, capacitors, inductors, crystals, diodes, Amplifiers, Op Amps, Comparators and Multipliers as one-port and two-port networks

Action: Macro model (Understand) Knowledge: signal processing functions of …… (Conceptual and Procedural) Condition: One-port and two-port networks Criteria: None

Sample 3Calculate major and minor losses associated with fluid flow in piping networks

Action: Calculate (Apply) Knowledge: major and minor losses associated with fluid flow in piping networks

(Conceptual and Procedural) Condition: None Criteria: None

Sample 4Determine the dynamic unbalanced conditions of a given mechanical system of rigid objects subjected to force and acceleration

Action: Determine (Apply) Knowledge: Dynamic unbalanced conditions (Conceptual and Procedural) Condition: given mechanical system of rigid objects subjected to force and acceleration Criteria: None

Dos and Don’ts Use only one action verb Do not use words including ‘like’, ‘such as’, ‘different’, ‘etc.’ with respect to knowledge

elements. Enumerate all the knowledge elements. Put in effort to make the CO statement as specific as possible and measurable


Check List1. Does the CO begin with an action verb (e.g., state, define, explain, calculate,

determine, identify, select, and design)? 2. Is the CO stated in terms of student performance (rather than teacher performance

or subject matter to be covered)? 3. Is the CO stated as a learning product (rather than in terms of the learning

process)? 4. Is the CO stated at the proper level of generality and relatively independent of

other COs (i.e., is it clear, concise, and readily definable)? 5. Is the CO attainable (do they take into account students’ background, prerequisite

competences, facilities, time available and so on)?

COs: Samples and comments Students will execute mini projects

Instructional activities are designed to facilitate the attainment of COs by learners, but themselves are not COs

Have the concepts of compensators and controllers (P, PD, PI, PID) COs are competencies / behaviors that can be demonstrated; not descriptions of

internal changes in the students (though these are necessary) Optimal Generator scheduling for thermal power plants by using software package in the

lab No action verb; no way of assessing; no way of determining attainment level;

syllabus part is rewritten. Will get knowledge of protection schemes for Generator, Transformer and Induction

Motor COs are competencies / behaviors that can be demonstrated; not descriptions of

internal changes in the students (though these are necessary) - See the comments in the previous slide!

Apply problem solving techniques to find solutions to problems. Too general; no clear way of assessing!

Study variety of advanced abstract data type (ADT) and data structures and their Implementations

Activity that the student engages in during the Course; not what he / she become capable of demonstrating at the end of the course?

Know the stress strain relation for a body subjected to loading within elastic limit. See the earlier comment; Not an action that can be demonstrated; Internal change

Students will be able to learn the structure, properties and applications of modern metallic materials, smart materials non-metallic materials and advanced structural ceramics.

An outcome? How to assess? Students will be aware of base band signal concepts and different equalizers.

See the earlier comment; Not an action that can be demonstrated; Internal change


Get complete knowledge regarding adaptive systems See the earlier comment; Not an action that can be demonstrated; Internal change;

Too ambitious to be realistic?

ExerciseWrite a set of COs a student should acquire at the end of your course, emphasizing particularly the relevant higher cognitive levels.

Make sure that the CO does not appear to be like a single question. Avoid using the action verbs Apply, Analyze, Evaluate and Create. Use the action verbs

associated with these cognitive levels. Mark the number of classroom sessions you would need to conduct the instructional

activities for each competency


Attainment of Course OutcomesCourse Outcomes

Course Outcomes are statements on what the students will be expected to attain at the end of the course.

The number of course outcomes is about 6. 2-credit course has about 28 classroom sessions 3-credit course has about 40 classroom sessions 4-credit course has about 54 classroom sessions It is desirable to associate an approximate number of classroom sessions with each

Course Outcome.

Sample Course Outcomes Course: Analog Circuits and Systems Credits: 3:0:1 Course Designers: K. Radhakrishna Rao and N.J. Rao

Course Outcome Cognitive Level

Class Sessions

Lab Sessions (Hrs)

CO1 Understand the characteristics of linear one-port and two-port signal processing networks

U 3

CO2 Model one-port devices including R, L, C and diodes, two-port networks, and active devices including amplifiers, Op Amps, comparators, multipliers, BJTs and FETs

U 9 4

CO3 Understand how negative and positive feedback influence the behaviour of analog circuits

U 4 4

CO4 Design VCVS, CCVS, VCCS, CCCS, and DC and SMPS voltage regulators

Ap 10 4

CO5 Design analog filters Ap 8 8CO6 Design waveform generators, phase followers

and frequency followers Ap 6 8

Total Hours of instruction 40 28

Attainment of COs of the Course Attainment of COs can be measured directly and indirectly Direct attainment of COs can be determined from the performances of students in all the

relevant assessment instruments. Indirect attainment of COs can be determined from the course exit surveys. The exit survey form should permit receiving feedback from students on individual COs. Computation of indirect attainment of COs may turn out to be complex; the percentage

weightage to indirect attainment can be kept at a low percentage, say 10%.Direct CO attainment


Semester End Examination (SEE) is conducted and evaluated by the affiliating University. The Department will have access only to the marks obtained by each student in the course As the information on performance in SEE on each student in individual COs is not

available, the Institution/Department has to take that attainment (percentage marks) for all COs of the course is the same.

The proportional weightages of CIE: SEE may be 20:80, 25:75 or 30:70. The number of assessment instruments used for CIE is decided by the instructor and/or

Department and sometimes by the affiliating University

Assessment PatternAll assessment items in all CIE assessment instruments are to be tagged with

Cognitive Level (CL) Course Outcome (CO) Marks

Sample Assessment Pattern for all the concerned CIE Instruments (assuming 25% weightage for CIE) indicated.

CL A1 5

T1 10 T2 10

Remember 0 20% 20% Understand 0 60% 40% Apply 100% 20% 40% Analyze 0 0 0 Evaluate 0 0 0 Create 0 0 0

Class average in CIE

CO A1

5 Cl. Ave

T1 10 Cl. Ave

T2 10

Cl. Ave CIE Class Average

CO1 0 2.3/4 0.6/1 2.9/5= 58% CO2 1.5/2 2.1/3 0.8/1 4.4/6 = 76% CO3 0.7/1 2.3/3 2.3/3 5.3/7= 76% CO4 1.7/2 0 1.2/2 2.9/4= 72% CO5 0 0 1.1/2 1.1/2= 55% CO6 0 0 0.7/1 0.7/1= 70%

Setting CO Attainment Targets There can be several methods

Example 1: Same target is identified for all the COs of a course. For example


The target can be “the class average marks > 60 marks”Example 2

Targets are the same for all COs and are set in terms of performance levels of different groups of students.

While this method classifies students into different categories it does not provide any clues to plans for improvement of quality of learning

Targets

(% of students getting < 50)

(% of students getting >50 and < 65)


(% of students getting > 80)

10 40 30 10

Example 3 Targets are set for each CO of a course and for different groups of students separately Provides considerable details which can lead to specific plans for improvement

CO Targets

(% of students getting <50)



(% of students getting > 80)

CO1 10 40 40 10CO2 20 30 40 10CO3 20 30 40 10CO4 10 40 40 10CO5 20 20 50 10CO6 20 20 50 10

Example 4Setting targets for Course Outcomes

Targets are set for each CO of a course separately.CO Target (Class Average)

CO1 60%CO2 75%CO3 70%CO4 70%CO5 80%CO6 70%

It does not directly indicate the distribution of performance among the students. It has the advantage of finding out the difficulty of specific COs

There are several ways setting targets for Course Outcomes Computation of CO Direct Attainment in the course CxxxAttainment of COi in a course Cxxx = Wt. of CIE x Attainment of COi as percentage in CIE + Wt. of

SEE x Class Average Marks Percentage in SEENBA Accreditation Workshop – Jan. 11-13, 2016 N.J. Rao/K. Rajanikanth 28

CO CIE 25

Cl. Ave

SEE 75

Cl. Ave

Direct CO Attainment 0.25 CIE Cl. Ave +0.75 SEE Cl. Ave

CO1 2.9/5= 58% 63% 61.75

CO2 4.4/6 = 76% 63% 65.9 CO3 5.3/7= 76% 63% 65.9 CO4 2.9/4= 72% 63% 64.7 CO5 1.1/2= 55% 63% 59.6 CO6 0.7/1= 70% 63% 64.1

CO Attainment and Attainment Gap Computation of Attainment of COs in Cxxx =

0.9 Direct CO Attainment+ 0.1 Indirect CO AttainmentCO Direct CO

Attainment 0.25 CIE Cl. Ave

+0.75 SEE Cl. Ave

Indirect CO Attainment (Exit Survey)

CO Attainment

CO Target CO Attainment Gap

%ge

CO1 61.75 78 62.3 60 -2.3% CO2 65.9 85 67.8 75 7.3% CO3 65.9 76 66.9 70 3.1% CO4 64.7 89 67.1 70 2.9% CO5 59.6 78 61.4 80 18.6% CO6 64.1 85 66.2 70 3.8%

Note: When there are no attainment gaps or attainment gaps are negative it is expected that the instructor will enhance the CO target next time he offers the course.

Closure of the Quality Loop Target CO

Attainment gap Action proposed to

bridge the gapModification of

target where achieved

CO1 60 -2.3% CO2 75% 7.3% CO3 70% 3.1% CO4 70% 2.9% CO5 80% 18.6% CO6 70% 3.8%

Use of SurveysA Recap

Evaluation of attainment of POs and PSOs is based on Direct and Indirect Methods! Direct Methods:


The performance of students in different assessments (Internal, University) Evaluation of attainment of COs Evaluation of attainment of POs and PSOs based on the mappings from COs to POs and PSOs

Indirect Methods:Program Exit Surveys, Alumni Surveys, and Employer Surveys are used to evaluate the attainment of POs and PSOs

Attainment of POs and PSOs Evaluations of attainment of POs and PSOs based on Direct and Indirect Methods are

combined to arrive at the Final Evaluation.

Example: PO 5 (Modern Tool Usage): Evaluation Based on Direct Methods: Level 2 Based on Indirect Methods (3 Surveys): 2.67 Combined Evaluation: (w1 x 2) + (w2 x 2.67) The weights w1 and w2 need to be decided by the Institute.

Typical values can be 0.8 and 0.2 respectively! With these values, the combined value is: 1.6 + 0.54 = 2.13

(Between Level 2 and Level 3)

Attainment of PEOs Evaluation of attainment of PEOs is generally based only on Indirect Methods!

Indirect Methods:Alumni Surveys, and Employer Surveys are generally used to evaluate the attainment of PEOs.

Thus the data from Surveys is used for evaluating the attainment of POs and PSOs as well as PEOs.

The actual responses useful for these two different purposes are not identical!

Program Exit Survey - 1Personal Details:

Name Duration at the Institute (From...To....) Program of Study Rural / Urban Background Placement Status Status in GATE / GRE / .... ... ...

(What follows are sample questions only)On a scale of 1 (worst) to 5 (best) where relevant (other ranges are possible, of Course)


Program Exit Survey - 2 Level of comfort in working in groups Level of confidence in formulating imprecise real-world problems as formal engineering

problems Opportunities provided for acquiring leadership skills Communication skills and Interpersonal skills acquired during your stay in the Institute Nature of final-year project: (Research, Implementation, Fabrication, Purely theoretical,)

Program Exit Survey - 3 Confidence in applying concepts of Mathematics and Computing in solving problems Usefulness of professional core courses during job interviews Availability and adequacy of modern tools in the laboratories Opportunities provided for working in multi-disciplinary project teams Usefulness of Mathematics, Professional core and electives in competitive exams like GATE,

GRE etc

Program Exit Survey - 4 Level of understanding of the need to factor in sustainability, ethical, health, public safety,

and environmental issues in the solutions developed by you Opportunities for working on real-life problems during the program Extent of opportunities available for applying project management principles in academic

activities undertaken by you during the program Extent of usefulness of Basic Science and Engineering Science courses in problem solving

Program Exit Survey - 5 New tools (outside the formal curriculum) learnt Extent of acquisition of critical analysis competency in solving complex engineering

problems Opportunities available for working on projects with research focus (PG?) Open suggestions for improving the quality of the program

Alumni Survey Personal Details:

Name Duration at the Institute (From...To....) Program of Study Rural / Urban Background


.... ... ...

On a scale of 1 (worst) to 5 (best) where relevant (other ranges are possible!) (These are sample questions only):

Current Position; Organization Initial Position; Organization Promotions, Organizations in which you worked along with period in each organization,

Rewards, Awards, projects handled etc Publication of Research Papers, White Papers etc. Level of comfort in working in groups – initially and at present Enhancement of qualifications (higher degrees, certificate courses etc), knowledge, skills

etc. (workshops, training programs etc) Level of confidence and success in formulating imprecise real-world problems as formal

engineering problems – initially, now Success in leadership roles (preparedness at program exit, success in on-site trainings etc.) Communication skills (level of acquisition during the program, usefulness in the job,

additional acquisitions during work etc.) Level of Interpersonal skills Ease with modern tools Learning curve with new tools New tools learnt during job Your assessment of need for professional ethics in work Comfort level with application of concepts Mathematics, Engineering, in solving real

problems Usefulness of professional core courses in your professional practice. Relevance of professional electives to your profession so far Ability to factor in sustainability, ethical, health, public safety, and environmental issues in

the solutions developed by you Extent of application of project management principles in the projects handled/being

handled by you Extent of usefulness of Basic Science and Engineering Science courses in understanding

problems you solved so far in your career Open suggestions for improving the quality of the Program

Employer Survey Organization Details: ...Employee Details:

Name Current Position Date of Joining the Organization Position at the time of joining ... ...


With respect to our Graduates, please indicate your assessment on the following: Ability to work well in groups Publication of Research Papers, White Papers etc. Level of confidence and success in formulating imprecise real- world problems as formal

engineering problems Success in leadership roles Communication skills Interpersonal skills Ability to learn and use new and modern tools Ethical Behavior Ability to factor in sustainability, ethical, health, public safety, and environmental issues in

the solutions developed Extent of application of project management principles in the projects handled/being

handled by him/her Extent of critical analysis competency exhibited in solving complex engineering problems Enthusiasm in participating your CSR activities Any specific negative traits observed Open suggestions for improving the quality of our graduates

Using the Survey Data Using the survey data for evaluating the attainment of a PO or PSO or PEO is same:Example: PO 5 (Modern Tool Usage)1. Identify the responses that are relevant to this PO from each survey.Example:

“Rate the Ability to learn and use new and modern tools” from Employer Survey“New tools (outside the formal curriculum) learnt” from Program Exit Survey and so on...

2. With data from only one type of survey, find the average rating for one relevant question.Example (cont’d): Using Program Exit Survey

50 people answered the example question given earlier; 6 rated 1 (low); 35 rated 4; and 9 rated 5. So, the average is: 3.82

3. Repeat for all other relevant questions from the same surveyExample (cont’d): Assume there are 3 other relevant questions and their average ratings are 3.91,

4.15, and 4.884. The final average rating from this survey is 4.195. Set target levels of attainment 6. Example: Average value from a Survey is

< 3 Level 1 ≥ 3 and < 4 Level 2 ≥ 4 Level 3(Other ranges are possible; discuss in department and record the justifications for setting the target levels the way they are set)

7. So, Attainment of PO 5 from the survey under consideration is:


4.19 Level 38. Repeat with other types of Surveys if relevant.9. Compute the grand average as the Final Value of Attainment of this POExample: Attainment of PO5

From Program Exit Survey: Level 3From Alumni Survey: Level 3From Employer Survey: Level 2Final Value: (3+3+2) / 3 = 2.67

10. Repeat this for each PO, PSO, and PEO Surveys useful for Pos and PSOs:Program Exit Survey, Alumni Survey, Employer SurveySurveys useful for PEOs: Alumni Survey, Employer Survey

Alternative approach for combining results from different surveys: Previous approach: Result of each survey was immediately quantized in to one of the 3

levels Alternatively: We can retain the average value computed for each survey (without

quantizing); find the grand average value from all the relevant surveys; and then quantize!Example: Attainment of PO5Values from Program Exit Survey, Alumni Survey,Employer Surveys are respectively:4.19, 4.32, 3.79 Grand Average = 4.1 Level 3

Course Surveys Course Surveys: Mid-Course; Course-End Written / Electronic; Signed / Anonymous Mid-Course Survey:

– Typically, about a month after the start of the course; can be repeated after another month!

– Useful for corrections in course delivery Course-End Survey:

– At the end of the course– Useful for “closing the quality loop” – May be used in computing course attainment, though the manual does not explicitly

recognize this approach!

Mid-Course Survey Helpful for mid-course corrections Typical Questions to be answered by all the students

(on a scale of 1 to 5 – most negative to most positive response):– COS are clear– Pace of coverage is comfortable– Instruction is aligned to COs– Questions are encouraged


– Good access to learning resources– Examples are worked out well– Good communication skills (of Faculty)– Supportive attitude (of Faculty).....

Course-End Survey Helpful for: “closing the loop” Can be used in computing attainments of COs Questions generally cover:

– Course Management– Learning Environment– Attainment of COs– Instructor characteristics.........

Typical Questions to be answered by all the students (on a scale of 1 to 5 – most negative to most positive response):

– COs were clear– Instructional activities helped in attaining Cos– Pace of coverage was comfortable

Questions were encouraged Had good access to learning resources Examples were worked out well and also useful for Examinations Instructor had good communication skills Instructor’s attitude was supportive How much did you learn? Any specific CO(s) that you are not confident of? (Tick them in the list below) The course helped you in improving your problem solving abilities.........

Using the Survey Data Find the average rating for one relevant question.

Example: For a question related to CO3, of the 65 answers: 6 rated 1 (low); 54 rated 4; and 5 rated 5. So, the average is: 3.8

It corresponds to (as per our own settings) Level 2 (medium)!

Repeat for all other relevant questions The final attainment of that CO is the average of all these values This process is repeated for all the COs

Combining Direct & Indirect Evaluations The attainment levels obtained by direct methods and course-end survey can be combined

to get the final level of attainment. The relative weights need to be decided upon. (90% and 10% to 80% and 20%?) Example: CO2

– Direct method (University Examination + Internal Assessment): 1.9


– Based on Course-End Survey: 2– Final Value: (0.9 x 1.9) + (0.1 x 2) = 1.91

Rubrics What?

– A Scoring Tool useful for subjective assessments– A more systematic way of evaluating performance of students on tasks such as

Seminars, Projects, Term Papers... Must be shared up front with students

– Enables students “do” what is expected– Makes the process more transparent– Allows self-evaluation by students

Components:– Attributes– Descriptors– Scores

Rubrics - Attributes The criteria by which the performance is to be evaluated Are derived from the planned outcomes

Example:For a Technical Seminar on Operating Systems, some of the attributes can be:

– Verbal Skills– Body language– Technical Content – ...

The more clearly articulated the attributes, the better will be the usefulness of the rubrics Your comments on the above list Attributes can be organized hierarchically (attributes, sub-attributes)

Example:– Verbal Communication

Grammatically correct sentences Semantically clear sentences “Filler words” Voice Modulation ...

– Non-Verbal Communication Eye-Contact Posture ...


DescriptorsFor each (sub) Attribute:

Provide descriptions of performance at different levels of “quality” The levels can be 3 to 5 (typical) Number of Levels– Too small not much discrimination– Too large Taxing for all– No hard and fast rule Avoid stand-alone vague descriptors(Excellent, Creative, Weak,) Descriptors need to be as specific as possible Good descriptors – More objective evaluation– More helpful for students in preparing well

Example: 3 Levels for “References Section in a Term Paper”– GOOD (Highest Level): Latest references (up to the previous year) are included;

References are cited as per the specified standard (say IEEE Standard); References cited cover the subject matter comprehensively.

– AVERAGE (Intermediate Level):– POOR (Low Level): Only old (...) references; many of the References are not cited as

per the specified standard; References cited poorly cover the subject matter.

ScoresFor each level of descriptor of each (sub) attribute:

Assign scores Can be a single value or a range of values Avoid a range that is too wide

Example: For the descriptors given earlier –Good Level: 8 to 10Average Level: 4 to 7Low Level: 0 to 3

Rubrics – Template (partly filled) Seminar Presentation:

Criteria Descriptors with Scores

Use of Communi-cation Aids

Communication aids enhance presentation. The font on the

Communication aids contribute to the quality of the presentation.

Communication aids marginally contribute to the quality of the

Communication aids are poorly used. Font size is too small to read.


visuals is readable.

Information is represented and organized to maximize audience comprehension. Details are minimized so that main points stand out. (8-10)

Font size is mostly readable. Appropriate information is included. Sometimes main points are obscured by excessive details (4-7)

presentation. Font size is mostly readable. Information included is often unimportant Some times main points are obscured by excessive details (2-3)

Too much information is included. Details or some unimportant information is highlighted, and may confuse the audience (0-1)

Rubrics – ExampleRubric for Formal Oral Presentation:Attributes:OrganizationStyleUse of toolsDepth of ContentAccuracy of Content...Descriptors and Scores:Rubrics for Main / Mini Project:

Rubrics – LaboratoryAttributes:Team Work Viva...Scores??

Rubrics – ProjectAttributes:Technical

RequirementsLiterature SurveyDesign Alternatives...

Report


...Presentation

...Team Work......

Rubrics – Exercises Main Project Seminar

Laboratory Work

COs-POs and PSOs POs and PSOs are attained through program specific Core Courses. Each Course addresses a sub-set of POs and PSOs to varying levels (strengths) (1, 2 or 3).

Sometimes we determine the POs/PSOs the courses address. Sometimes we may apriori determine the POs/ PSOs a Course

should address and the COs have to be written to meet the identified POs/PSOs.

Strength of CO-PO/PSO Mapping Attainment of a PO/PSO depends both on the attainment levels of associated COs and the

strength to which it is mapped It is necessary to determine the level (mapping strength) at which a particular PO/PSO is

addressed by the course. Strength of mapping is defined at three levels: Low (1), Medium (2) and Strong (3) Several methods can be worked to determine the strength of a PO/PSO, but implementing

them across a few hundred courses can become a burden

Strength of CO-PO/PSO Mapping Sample A simple method is to relate the level of PO with the number of hours devoted to the COs

which address the given PO. – If >40% of classroom sessions/tutorials/lab hours addressing a particular PO, it is

considered that PO is addressed at Level 3– If 25 to 40% of classroom sessions addressing a particular PO, it is considered that PO

is addressed at Level 2– If 5 to 25% of classroom sessions addressing a particular PO, it is considered that PO is

addressed at Level 1– If < 5% of classroom sessions addressing a particular PO, it is considered that PO is

considered not-addressed


Sample CO-PO/PSO Mappings Course: Analog Circuits and Systems Credits: 3:0:1 Course Designers: K. Radhakrishna Rao and N.J. Rao

Course Outcome POs CL Class

Sessions Lab Sessions

(Hrs)

CO1 Understand the characteristics of linear one-port and two-port signal processing networks

PO1, PO10, PSO1

U 3

CO2

Model one-port devices including R, L, C and diodes, two-port networks, and active devices including amplifiers, Op Amps, comparators, multipliers, BJTs and FETs

PO2, PO10, PSO1

U 9 4

CO3Understand how negative and positive feedback influence the behaviour of analog circuits

PO1, PSO1 U 4 4

CO4 Design VCVS, CCVS, VCCS, CCCS, and DC and SMPS voltage regulators

PO3, PO4, PO5, PSO1

Ap 10 4

CO5 Design analog filters PO3, PO4, PO5, PSO1

Ap 8 8

CO6 Design waveform generators, phase followers and frequency followers

PO3, PO4, PO5, PSO1

Ap 6 8

Total Hours of instruction 40 28

Course – PO/PSO Mapping Strength11 of 68 (16%) sessions are devoted to PO1 Mapping strength is 1 13 of 68 (19%) sessions are devoted to PO2 Mapping strength is 1 47 of 68 (69%) sessions are devoted to PO3 Mapping strength is 3 44 of 68 (64%) sessions are devoted to PO4 Mapping strength is 3 44 of 68 (64%) sessions are devoted to PO5 Mapping strength is 3 16 of 68 (23%) sessions are devoted to P10 Mapping strength is 1 68 of 68 (100%) Sessions are devoted to PSO1 Mapping strength is 3

Course-POs/PSO Mapping POs and PSOs are addressed through core courses, projects etc. A course/project etc. meets a subset of POs and PSOs to different strengths (1, 2 or 3)

Sample Course addresses a subset of POs and PSOs to varying strengthsCours

e PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO

10 PO11

PO12

PSO1 PSO2

C302 1 1 3 3 3 0 0 0 0 1 0 0 3 0


CO Attainment and POs/PSOs Not every COi of the course will address every PO or PSO addressed by the course

CO POs CO Attainment (%ge)

CO1 PO1, PO10, PSO1 62.3 CO2 PO2, PO10, PSO1 67.8 CO3 PO1, PSO1 66.9 CO4 PO3,PO4, PO5, PSO1 67.1 CO5 PO3,PO4, PO5, PSO1 61.4 CO6 PO3, PO4, PO5, PSO1 66.2

PO and PSO Attainment PO and PSO attainments are normalized to 1, that is, if a PO is to be addressed at the

level of 3 and attainments of CO associated with that PO is 100%, then attainment of that PO is 1

Attainment of PO1 in Cxxx = (1/3) x Ave (0.623+0.669) = 0.215Attainment of PO2 in Cxxx = (1/3) x Ave (0.678) = 0.226Attainment of PO3 in Cxxx = (3/3) x Ave (0.671+0.614+0.662) =0.648Attainment of PO4 in Cxxx = (3/3) x Ave (0.671+0.614+0.662) = 0.648Attainment of PO5in Cxxx = (3/3) x Ave (0.671+0.614+0.662) = 0.648Attainment of PO10 in Cxxx = (1/3) x Ave (0.623+0.678) = 0.217Attainment of PSO1 in Cxxx = (3/3) x Ave (0.623+0.678+0.669+ 0.671+0.614+0.662) = 0.653

These computations are approximate but indicative PO/PSO attainment

Attainment of POs and PSOs Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2

C302 1 1 3 3 3 0 0 0 0 1 0 0 3 0 Attain-

ment 0.215 0.226 0.648 0.648 0.648 0 0 0 0 0.271 0 0 0.653 0

Program Curriculum, T-L and Other Processes; Highly Doable and Highly UsefulCriterion II: Program Curriculum and Teaching Learning ProcessesFrom SAR and Evaluation Manual:

Program Curriculum and Teaching Learning Processes : 120 Program Curriculum : 20 Teaching Learning Process : 100

Program Curriculum


Program Curriculum 20

Process used to identify the extent of compliance of the University Curriculum for attaining the POs and PSOs; mention the curricular gaps if any

10

State the delivery details of the content beyond the syllabus for the attainment of the POs and PSOs

10

Curricular GapsProcess (One possible approach):

Responsibility: Board of Studies Board of Studies (Typical Composition):

HoD, Faculty, Alumni, Current Final-Year Students, Industry, University, Faculty from other Academic Institutes,

Map all the COs (Core Subjects only) to POs and PSOs If any POs / PSOs are addressed in common by all the electives, record them Examine the strength of mappings to the POs and PSOs Identify weakly addressed POs and PSOs! Record the MoM Communicate to the University (copy retained) Brainstorm the additional content required to address the identified curricular gaps and

record the final decisions Deliver the content beyond the curriculum as planned Treat this as you would treat any other course! (Measure attainments, close the quality loop

etc)(BoS can meet once a semester)

Example: Analysis of mapping of all courses to POs and PSOs reveals that one of the PSOs that is not

being addressed adequately by the University Curriculum is “Maintain Legacy Software Application Systems”

Planned additional content:– An additional 4-Hour Module in the Software Engineering Course; Assessment is by

Group Discussion of a Case Study– An additional 5-Day Hands-On Training Program on Software Maintenance delivered in

collaboration with Industry; Assessment is by a Lab Test.

Teaching – Learning Processes

Processes followed to improve the quality of Teaching – Learning 25

Quality of IA (Tests, Assignments etc) 20

Quality of Student Projects 25


Initiatives related to Industry Interaction 15

Initiatives related to Industry Internship / Summer Training 15

Total (Teaching – Learning Processes) 100

Discuss & Make Action Plans

Processes followed to improve the quality of Teaching – Learning

Academic Calendar 3

Pedagogic Initiatives 3

Weak and Bright Students 4

Classroom Teaching 3

Laboratory Experiments 3

Continuous Assessment in the Laboratory 3

Student Feedback of T-L and Action taken thereof 6

Processes followed to improve the quality of Teaching – Learning: Lesson Plan – Teaching Diary – (fortnightly?) Review – Recorded corrective action plans

where necessary – Course-end review Activity-based learning Tool-supported instruction Tech-support for weak students (including LMS, Discussion forums, Google Groups,) Challenges, learning resource support, and rewards (not in terms of class grades!?) for

bright students Open-ended experiments in the laboratories and support for conducting them Rubrics for continuous evaluation in the laboratory Mid-course, end-course surveys, data analysis, recorded improvement actions, follow-up on

the effectiveness of such measures Case-study based learning (Tech) Book Study Clubs and follow-up ... ... ...

Quality of Internal Assessment: Process to ensure quality (5) Process to ensure quality of IA Papers (5) Evidence of coverage of COs (5)


Quality of Assignments and relevance to COs (5)---- Assessment plan – prepared, reviewed, revised, and shared up-front with students; Includes

CO- Assessment Item mapping Academic audit of assessment instruments Incentives for assignments where they cannot be part of formal internal assessment

Quality of Student Projects: Process to identify and allocate projects (3) Type, relevance, relation to POs and PSOs (5) Process for monitoring and evaluation (5) Process to assess individual and team performance (5) Quality of completed projects/working prototypes (5) Evidence of papers published/awards received (2)

Quality of Student Projects: Recorded process for announcing / allocating projects Support for project laboratory Materials/ Tools /Budget support for projects; a recorded process; defined budgetary

allocations and monitoring Add-on module if required on project planning Milestones for review and evaluation; recorded evidence Rubrics for project evaluation ... ... ...

Industry-Institute Interaction: Industry – supported laboratories (5) Industry participation in Program Design and Course Delivery (even partial) (5) Impact Analysis of III and action taken thereof (5)

Internships, Summer Training: Industrial training / tours (3) Internship / summer training (>15 days); post-training assessment (4) Impact analysis of industrial training (4) Student feedback on such initiatives (4)

Other Processes – Highly Doable and Highly Useful Several processes, procedures, policies, activities are highly doable and highly useful in the

context of Accreditation Each of the above contributes in a small way only in terms of “points”; but collectively they


can have significant impact on the total score Apart from usefulness from Accreditation perspective, these are useful in themselves for

improving the quality of learning!(These are related to Criteria 4 onwards only!Others, Criteria 1, 2 and 3 have already been discussed!)

To Do Establish Student Chapters of relevant professional societies, organize some events, and

maintain full records Bring out a technical magazine / news letter (Once or twice a semester?) Faculty Performance Appraisal and Development System (FPADS) – Define, implement, and

record Visiting / Adjunct Faculty (at least 50 hours of interaction per year): Organize, Record Record the Maintenance Process (Preventive / Corrective / Calibration) and record data Establish a Project Laboratory (Facilities, Rules for Usage etc) Define Safety Procedures and display in Laboratories; Define Review process and record

Mom Establish an Academic Audit Cell, define its functions, articulate the process details, and

record the actions etc Establish an Entrepreneurship Development Cell, define its functions, articulate the process

details, and record the actions etc

Establish a formal Proctor System, define its functions, articulate the process details, and record the actions etc

Faculty Evaluation by Students: Process details, records, actions taken, rewards, Comprehensive Student Feedback: On Resources, Procedures, Self-Learning Facilities (other than traditional library) Career guidance, Training, and Placement Activities: Already exist! Record the processes,

maintain records Records of co-curricular and extra-curricular activities Service Rules – Formal Document Recruitment and Promotional Policies – Formal Documents Formal budgetary planning, analysis ... ... ...

Conclusion Additional efforts required to attain the POs and PSOs Must follow the Quality Cycle Involve all the stake holders Maintain the Records
