Professional Documents
Culture Documents
Sl Page
no CONTENTS
No
PART A
I Institutional Information
PART B
II Criterion 1
State the Vision, mission and Program Educational objectives of the Department and
1
Institute
1.1 State the Vision and mission of the Department and Institute
1.2 State the Program Educational objectives (PEOs)
1.3 Indicate where the Vision, mission and PEOs are published and disseminated among
Stake holders
1.4 State the process for defining the vision and mission of the department, and PEOs of
the program
1.5 Establish Consistency of PEOs with Mission of the Department
Criterion 2
2 Program Curriculum and Teaching-Learning Processes
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
Outcome as mentioned in Annexure II .Also mention the identify Curriculum
2.1.2 State the Delivery details of the Content Beyond the Syllabus for the
Attainment of Pos and PSOs.
6
2.2 Teaching –Learning Processes
2.2.1 Describe processes followed to improve quality of teaching & Learning
2.2.2 Quality of internal semester Question Papers , Assignments and Evaluation
2.2.3 Quality of Student Projects
2.2.4 Initiatives related to industry interaction
2.2.5 Initiatives related to industry internship/summer training
Criterion 3
3 Course outcomes and Program Outcomes
3.1 Establish the correlation between the Course and the Program Outcomes and Program
Specific Outcomes
3.1.1 Course outcome (Cos) (SAR Should include course outcomes of one course
from each semester of study, however should be prepared for all course
and made available as evidence, if asked)
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.
3.1.3 Program level course-PO matrix of all Courses Including first year courses
3.2 Attainment of Course Outcomes
3.2.1 Describe the assessment processes used to gather the data upon which the
Evaluation of course outcomes is based.
3.2.2 Record the attainment of the course outcomes of all course with respect to set
attainment levels
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
3.3.2 Provide results of evaluation of each PO & PSO
Criterion 4
4 Student Performance
4.1 Enrolment Ratio
4.2 Success Rate in the stipulated period of the Program
4.2.1 Success rate without backlog in any semester/year of study
4.2.2 Success rate Stipulated period
4.3 Academic Performance in Third Year
4.4 Academic Performance in Second Year
4.5 Placements ,Higher Studies and Entrepreneurship
4.6 Professional Activities
4.6.1 Professional Societies/chapters and organizing engineering events
4.6.2 Publication of technical magazines, newsletters, etc.
4.6.3 Participation in inter-institute events by students of the program of study
Criterion 5
5 Faculty Information and Contributions
5.1 Student-Faculty Ratio
5.2 Faculty Cadre Proportion
5.3 Faculty Qualification
5.4 Faculty Retention
5.5 Innovations by the Faculty in Teaching and Learning
5.6 Faculty as Participants in faculty development/training Activities/STTPs
5.7 Research and Development
5.7.1 Academic Research
5.7.2 Sponsored Research
5.7.3 Development Activities
5.7.4 Consultancy (From industry)
5.8 Faculty Performance appraisal and Development Systems(FPADS)
5.9 Visiting/Adjunct/Emeritus faculty etc.
Criterion 6
6 Facilities and Technical Support
6.1 Adequate and well equipped laboratories, and technical man power
6.2 Additional facilities created for improving the quality of learning experience in
laboratories
6.3 Laboratories: maintenance and overall ambiance
6.4 Project laboratory
6.5 Safety measures in laboratories
Criterion 7
7 Continuous Improvement
7.1 Action taken based on the results of evaluation of each of the Pos & PSOs
7.2 Academic Audit and action taken thereof during the period of Assessment
7.3 Improvement in placement ,Higher studies and entrepreneurship
7.4 Improvement in the quality of students admitted to the program
Institute Level Criteria
Criterion 8
8 First Year Academics
8.1 First Year Student-Faculty Ratio (FYSFR)
8.2 Qualification of Faculty Teaching First Year Common Courses
8.3 FIRST YEAR Academics Performance
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 Outcome of first year is done
8.4.2 Record the attainment of Course Outcomes of all first year courses
8.5 Attainment of Program Outcomes of all first year courses
8.5.1 Indicate the results of evaluation of each relevant PO and /or PSO, if
applicable.
8.5.2 Actions taken based on the results of evaluation of Pos
Criterion 9
9 Student Support Systems
9.1 Mentoring system to help at individual level
9.2 Feedback analysis and reward/corrective measures taken ,if any
9.3 Feedback on facilities
9.4 Self-learning
9.5 Career Guidance, Training ,placement
9.6 Entrepreneurship cell
9.7 Co-curricular and extra –curricular Activities
Criterion 10
10 Governance, Institutional Support and Financial Resources
10.1 Organization, Governance and Transparency
10.1.1 State the vision, mission of the institute
10.1.2 Governing body, administrative setup, function of various bodies, services
rules, Procedures, Recruitment and Promotional Policies
10.1.3 Decentralization in working and grievance redressal Mechanism
10.1.4 Delegation of financial Powers
10.1.5 Transparency and availability of correct/unambiguous information in public
domain
10.2 Budget allocation ,utilization, and public accounting at institute level
10.2.1 Adequacy of budget allocation
10.2.2 Utilization of allocated funds
10.2.3 Availability of the audited statements on the institute’s website
10.3 Program specific Budget allocation, utilization.
10.3.1 Adequacy of budget allocation
10.3.2 Utilization of allocated funds
10.4 Library and internet
10.4.1 Quality of learning resources(hard/soft)
10.4.2 Internet
III PART C
Declaration by the Institution
DEPARTMENT OF AERONAUTICAL ENGINEERING
PARTB
Program Level Criteria
CRITERION 1
Vision Mission and Program Educational Objectives
Our vision is to mould the youngsters to acquire sound knowledge in technical and
scientific fields to face the future challenges by continuous up gradation of all resources
and processes for the benefit of humanity as envisaged by our great leader Pandit
Jawaharlal Nehru.
Mission of the Institution
M3 To encourage entrepreneurship.
M5 To facilitate the youth to learn and imbibe discipline, culture and spirituality.
To acquire sound technical knowledge in the field of aeronautical engineering in an ever changing
environment by upgrading all resources to serve the society for sustainable development.
.
Mission of the Department
List of stake holders to define the vision and mission of the department.
STAKEHOLDERS
MANAGEMENT ACADEMICIAN
PRINCIPAL ALUMNI
HOD INDUSTRY
FACULTY RESOURCE
STUDENTS PERSON
EMPLOYER
PARENT
Fig 1.1: Stake holders involved in defining the Vision and Mission statement
Management:
Faculty:
1 Member
2 Member
3 Member
The faculty act as facilitator for student to achieve their goals and also involve in
improving their credentials and grow professionally.
The faculty has a professional responsibility to adhere to the anna university curriculum
and is responsible for making curricular through corresponding letters to anna university.
The success of OBE depends on how well the faculty adopts and understands that there
is no such thing as failure, but depends on feedback and the action taken by the faculty in
the continuous improvement system.
Faculty should encourage the students to adopt the OBE process and succeed in their
professional life.
The instructional procedures to be followed by a faculty in OBE system are:
i) Take a responsibility as course owner, mentor, assessor, evaluator, facilitator,
guide and also a learner.
ii) Create a positive learning environment in students so that they can succeed in
their carrier.
iii) Balance the teaching and research work load.
iv) Initiate industry collaborations for setting up the laboratories for providing
internships and industry based projects for our students.
v) Use of modern tools in teaching & learning method and pedagogy systems in all
the courses of the program.
vi) Updating profiles of faculty by attending/presenting seminars /workshops/FDPs
and technical articles.
vii) Organise guest lecture/industry visits/case studies /industry based projects.
viii) Define the roles and responsibilities of Course Coordinators, Program
Coordinators, NBA Coordinator, Program Assessment Committee (PAC)
Members, Department/Program Advisory Board (DAB) Members, Institutional
Quality Assurance Cell (IQAC) Members, Board of Studies (BOS) Members, and
Academic Council (AC) Members.
ix) Involve all the faculty in various surveys and information gathering and in
achieving POs and PEOs.
x) List the strengths and weaknesses of the department/programme and support
departments/programme.
xi) Encourage faculty and students to become members of CSI, ASM professional
societies.
Student:
Students must be aware of what they should be learning and what they are actually
learning.
Understand the importance of Vision, Mission, POs, PEOs of their programme.
Collect feedback on course structure, facilities, infrastructure, faculty, information
resources, project work, assessments, evaluation, and on the overall OBE system to
establish quality and continuously improve the programme.
Make use of online learning facilities to achieve some of the PO’s.
Get exposure to various sessions and guest lecturers connected with OBE.
Participate in student surveys and provide feedback.
Provide documentary evidence at unit and Course levels in achieving their COs,
POs, PEOs.
Participate actively in multi-disciplinary, open-ended complex projects, social and
environmental matters, safe practices, ethical matters, contemporary issues, and
project-based learning activities.
Be self-learners and self-centric in attaining their POs, PEOs.
Participate in various learning methods such as; problem based learning,
cooperative learning, project based learning, team based learning, group discussions
activities, and collect documentary evidence to fulfil the achievement of POs and
PEOs.
External Stakeholders
Parent :
Parents are external stakeholders expect the institution selected to provide quality education for
their children, to enhance their career prospects.
The roles and responsibilities are as follows:
Attend/Participate in orientation programmes and awareness workshops organized by the
department with respect to OBE and Accreditation (OBEA).
Participate in surveys prepared by the department for OBE and provide their feedback in
curriculum development.
Participate actively in the quality improvement programme/continuous improvement
mechanism.
Support the OBE system by providing positive feedback and in designing PEO’s for
various programmes.
Advice and support their wards in achieving the PO’s, PEOs and in OBE.
Encourage their wards to participate in various learning methodologies in OBE.
Support the management’s efforts to provide the best infrastructure and facilities to
maintain the quality of education.
Alumni :
The Alumni take pride in the educational institution from which they graduated.
Help, guide and counsel students towards achieving their POs and PEOs.
Industry :
Attend/ participate in orientation programmes and awareness workshops organized by the
institute in OBE and Accreditation (OBEA) and be familiar with the system.
Answer and comment on survey questions prepared by the institute for OBE and provide
their feedback on curriculum development.
Participate actively in the programmes’ quality improvement and continuous
improvement mechanism.
Support the OBE system by providing positive feedback and in designing PEOs for
various programmes.
Coordinate with faculty and students and get their feedback in the new OBE system.
Collaborate with the institute for on-the-job training, for internship, for industry-based
projects and interact with them to achieve the POs.
Participate actively in Industry-Institute Interaction partnership cell.
Help to develop Incubation Centres with facilities to cover all programs in OBE.
Participate and cooperate in organizing guest lectures, industry site visits, problem
solving, case studies, industry based projects and design.
Academician :
Represent the major end users of product (students). Helps in providing important
feedback on expected graduate student profile they would like to recruit.
Provide important feedback on future trends at national and global level.
PEO’s of the aeronautical engineering were developed through direct engagement of faculty
and advisory board which was represented from major company employees as well as alumni
thus the PEO’s are designed to have successful professional carrier and help them to pursue
higher education and will have ability for lifelong learning The above said expected
accomplishment for graduates will be for 4-6 years. The Program Educational Objectives
(PEOs) support and are in consonance with the Mission of the
Institution and the department. The attempt was to define PEOs as broad based, general
statements that describe the career and professional accomplishments that the program is
preparing our graduates to achieve - describe long term program targets or directions of
development and to ensure that the Program Educational Objectives (PEOs).
Indicate where the Vision, Mission and PEOs are published a n d Disseminated
among stakeholders.
The Vision and Mission are published in
Institute Website www.nehrucolleges.in
Cover pages of Internal Assessment and Assignment Books, Lab records and lab manuals.
________ apps
Department L aboratories
Class Rooms
Display Boards
Workshops
Seminars
Conferences
We convey Vision and Mission during the first day of each academic semester by HOD &
respective class coordinators and also convey the same through departmental associations such
as departmental forum. Apart from these Vision and Mission are disseminated to all the
stakeholders of the programme through faculty meetings, student awareness workshops, student
Mention the process for defining Vision and Mission of the Department
The department established the Vision and Mission through a consultative process involving
both the internal and external stakeholders. Views collected are summarized and finalized in line
with NBA, AICTE, Anna University and NIET. Processes for Defining the Vision and the
Interacting with
Views from
stakeholders No
are satisfied
Yes
Steps for Defining the Vision and the Mission of the Department:
1. Vision and Mission of the institute are considered as the basis defining Department Vision
and Mission. The department vision and mission must be in line with institute vision and
mission.
2. To define the vision and mission of the department, vision and mission of institute
3. Vision and mission statements are defined by interacting with internal stakeholders:
4. Views collected from the stakeholders are thus summarized and finally checked for
satisfaction.
If views drawn from the stakeholders are satisfied, then the department vision and mission
statements are framed, otherwise the department vision and mission must be redefine and
stakeholders must collectively met until the vision and mission are framed
Alumni
Academicians
Access PEO
Process of
Design and implement redefining
Yes
PEO No changes in curriculum
Program is Satisfactory
Met and teaching learning
process
Fig 1.3 Stake Holders involvement/relevance in the process for defining the PEO’s of the
Department
2. Define the key stakeholders of the program such as: students, faculty, parents, academicians,
3. Interact with the stakeholders and collect their views on the desirable attributes of the
programme.
4. Define the program education objectives with respect to the Institute Mission and Vision
5. Access and evaluate the set of programme educational objectives periodically in the
6. Design and implement changes in the curriculum and the teaching learning process, to
7. Redefine the PEO to accommodate the changes that are implemented in step-6 and thereafter
Formulation and review of our PEOs are represented by flowchart as shown in the
figure 1.3. The discussion that immediately follows pertains to this flowchart.
The department draws upon constituents input to construct and periodically revise our
PEO’s. Data are collected from constituents in various ways, some formal, systematic, and
some not. We have learned that some modes of input are much more effective than others in
generating useful information, and constantly improving our processes for gathering input
Current Students:
We consider the input of our current students in the establishment and review our PEO’s,
Employee:
Feedback from employers plays a key role in the formulation and review of the
PEO’S. Employee are at the leading edge of the practice of the profession, and they give us
early indications of new trends in it. In addition, we find that they have general opinions
about the preparation of computer engineers as a whole, and this is useful in guiding the
formulation of our PEO’s. We gather information from employees via both formal surveys
and various informal activities. In these interactions with employees we enquire about their
views on the “definition” of computer engineering, and correspondingly what our goals
should be in educating our students. Regular input from employees is obtained via the
following interactions
Employer Survey:
The survey is used to inquire about an employee perception regarding both the
appropriateness and achievement (described elsewhere) of our PEO. In short, we present our
PEO and ask the employee to rank the appropriateness of each on a 1 to 4 scale (1 = not
appropriate, 4 = extremely appropriate). In the future, we plan to extend our survey efforts to a
broader audience, including individuals that supervise our cooperative students, recruiters that
Focus groups:
Science & Engineering, we have elected to gain formal input from small ad hoc industrial
focus groups, which periodically meet for short periods, and which again provide
opportunities for a much more diverse. We regularly invite industrial personals to conduct
seminars and technical talks. These events provide employee with a more formal presentation
of the Department’s program activities. These events considers various aspects of the
Position profiles:
Many companies construct and disseminate “position profiles” for their employees that
enumerate the skills and responsibilities that accompany various positions (e.g. “Test
Engineer”, “Software developer”, “System Admin” etc.). These documents often provide an
indication of the expected timeline for promotions from one position to another.
Selected companies have been kind enough to provide us with these documents. Such
information provides us with an outline of the skills and aptitudes our students should master
within a specified time from graduation. When reviewing our PEO we examine the
consistency between our PEO and the competencies expected by our employers.
Recruiter visits:
R&D Center:
The Department has strong research and educational interactions with a few local industries,
PSO 2 To gather data using modern tools and design techniques to develop
solutions for Aeronautical Engineering challenges with professional ethics.
• The following steps outline the procedure for framing Program Specific Outcomes.
• Department of Aero considered the Program Outcomes defined by National Board of
accreditation for framing of Program Outcomes
• In the presence of Program Assessment Committee, Program Coordinator and the internal
and external stakeholders views on framing the program Specific outcomes was collected
• The summarized views on program Specific outcomes with Program Outcomes are thus
framed.
The department of computer science and engineering has constituted the following
committees for ensuring the attainment of the PEO’s .The names and the responsibilities
of the committees are shown in the following table below.
Display Committee
Responsibilities
1. Develop special content about Accreditation process being followed which would be
accessible through institutional website
2. Display PEOs and POs on the website
3. Publish newsletter or information brochure to inform stakeholders about the
accreditation process and its progress
2 Member
3 Member
4 Member
5 Member
6 Member
7 Member
8 Member
9 Member
10 Member
Responsibilities
1. To interact with industries and arrange placements for final year students.
2. To invite personnel from companies to brief placement opportunity in various fields.
3. Arrange Placement training programmes to students periodically.
4. Arrange in and off campus interviews sufficiently to the student.
5. Create MOU with core companies.
2. Motivate staff/students for paper presentation, article writing and project work etc
6. Apply for Seminar Grants from AICTE and take projects from research organization like
DRDO, DST, CSIR, ISRO etc in all departments with the guidance of HODs
1 Professor Convener
2 Professor Member
3 Professor Member
4 Professor Member
5 Professor Member
6 Professor Member
7 Professor Member
Responsibilities
1. Professor President
3. Professor Secretary
4. Professor Treasurer
Hostel In charge/coordinators
Responsibilities
1. Program Assessment Committee consists of Program Coordinator, Course
Coordinator and faculty representatives.
2. Chaired by Program Committee, the committee monitors the attainment of PO and
PEO’s.
3. Evaluates program effectiveness and proposes necessary changes
4. Prepares periodic reports those records on program activities, progress, status or other
special reports for management.
5. Motivates the faculty and students towards attending workshops, developing projects,
working models, paper publications and research
6. Interact with students, faculty, Program Coordinators, Course Coordinator and
outside/community agencies (through their representation)in facilitating program
educational objectives
7. PAC meets at least once in 6 months to review the program and submits report to
Department Advisory Committee.
1. HOD Co-ordinator
1. Interacts and maintains liaison with key stake holders, students, faculty
Department Head and employer.
2. Monitor and reviews the activities of odd and even semester in program
(III/V/VII & IV/VI/VIII) independently works with course coordinators
1. HOD Co-ordinator
Extra Curricular
10. Assistant Professor
Activities Coordinator
11. Assistant Professor Student Coordinator
1. Coordinates and supervise the faculty teaching the particular course in the module
2. Assess the Attainment of COs by conducting course exit surveys and updates the
course delivery and assessments methods.
3. Responsible for assessment of the course objectives and outcomes
4. Recommend and facilitate workshops, faculty development programs,
meetings or conferences to meet the course outcomes
5. Analyzes results of particular course and recommends the Program coordinator
and/or Head of the Department to take appropriate action
6. Liaise with students, faculty, program coordinator and Head of the Department to
determine priorities and policies.
1. Ensure PEO’s and PO’s are clearly defined and updated continuously
based on assessment result of direct and indirect assessment
2. Ensure course contents are aligned to PEO’s and PO’s.
3. Ensure the improvement in design, delivery and attainment of PEO’s and PO’s
which is to be reported to NBA.
4. Ensure course files are maintained with requisite contents by each faculty
5. Assignment, Test, Quiz, Projects, Laboratory experiments are aligned with PEO’s, PO’s
and CO’s.
6. Elicit the data from all stake holders that is required for preparation of SAR
1 HOD Co-ordinator
Members at Institutional level Committees:- (IQAC, DC, TPEC, R&DC, AAC, and IAC)
Institutional
Name Designation
Sl.No. Committee
PEO 1.1
PEO1
PEO 1.2
To design, analyze and produce cutting edge engineering solutions by employing modern
techniques and adhering to moral values for sustainable development.
PEO 2
PEO2
To assume global careers and leadership responsibilities through consistent learning with
idealistic managerial practices.
PEO 3.1
PEO3
PEO 3.2
PEO1 can be assessed in either direct form ( By considering semester end results)
once in a semester or in indirect form ( By considering no of students placed after
graduation) once in a year
PEO3 can be assessed by conducting alumni survey, employer survey etc which is a
indirect form once in a year
Contribution of Curriculum
Professional
core engg
subjects
Electives
80%
PEO I x x x x x x x x x x x
PEO II x x - - - - - x x x x
PEO III x - x x - - - x x - -
2
PEO I 3 3 2 2 2 2 1 1 1 1 2
--
PEO II 1 2 3 3 2 1 -- -- -- -- 1
3
PEO III 2 3 3 2 -- 2 - 1 2 -- --
Note: slightly, moderately and substantially and the cell left blank if
there is no correlation between PEOs and Mission statement
The Program Educational Objectives of the computer science and engineering are in line with the
mission of the department as presented above table 1.7. The table no describes the correlation of
the PEO with the mission of the department. The qualitative relevance is shown as high (3),
moderate (2) & low (1) and relative weights are shown in parenthesis.
The correlation obtained is in the range of 67% to 83.3%. The table below represents the
correlation obtained between PEO1, PEO2 &PEO3 with MD1, MD2, MD3 &MD4 respectively.
There are four corner-stones of our department mission that are reflected within our PEOS:
Quality Education
Industry – institute interaction
Entrepreneurship & Ethics and
Innovation in Research & development
MD1: Quality education: PEO1, PEO2 & PEO3 are consistent with the MD1 of meeting with
high standards in the view of providing successful professional career, higher education and
lifelong learning.
MD2: Industry – institute interaction: PEO1 & PEO3 are successful professional career and
lifelong learning are consistent with the MD2 in providing the graduates capable of professional
development, lifelong learning and practicing as skilled IT technocrats.
MD3: Entrepreneurship & Ethics: PEO1 is successful professional career and is consistent
with MD3 with producing graduates contributing their social – environmental, economic, ethical
values & entrepreneur skills. The graduates of our institution contribute to the society by taking
part in activities or projects involving in environmental issues, green computing, social issues &
community related projects.
PEO3 lifelong learning is consistent with MD3 in a view to produce our graduates to
adapt to the constantly evolving advancements by engaging in lifelong learning by up gradation
their knowledge.
MD4: Innovation in research & development: PEO2 & PEO3 are consistent with MD4 with
the mission of producing our graduates prepared for pursuing higher education and capable of
engaging in the process of research and scientific discovery in the area of machine intelligence.