Outcomes Based Accreditation,

and
NBA Processes
S.C.Sahasrabudhe,
DAIICT, Gandhinagar

Qu. What is Accreditation?

And, What does it do?

It Provides Assurance about

Program Quality*

Define Accreditation
It is a Process by which:
1. The Institution being looked at is given
a SEAL of approval by stakeholders in
its activity - as meeting their
expectations.
(Stakeholders: Students, Govt., Industry,
Faculty,)

Key Terms

Program Criteria
Program Educational Objectives, PEO
Graduate Attributes, GA
Program Outcomes, PO
Accreditation Criteria
Course Outcomes, CO
Assessment
Evaluation
We will define and discuss all these

Program Criteria

Program Criteria
Engineering Programs have their
identities- Civil, Mechanical,
Program Criteria judges if the
program meets requirements for the
title.

Qu. Does the Program qualify

for award of the Degree?
AND
What are the Criteria by which
to make the Judgment?

Who Decides the PC?

Profession and Academia have to lay

down the Requirements jointly.

Program criteria for

EE/ECE/Computer,..
Curriculum: Must provide Breadth and Depth across engg
topics.
Program must demonstrate graduates have: KnowledgeProb. Stat., Math thru Diff, Integral Calculus, Basic Sciences,
Comput Sc. And Engg, and Engg Sciences necessary to
analyze and design complex electrical and electronic devices,
software and systems with hardware and software
components as appropriate to program objectives.
If EE, then graduates must also have knowledge of Advanced
Math, typically to include diff. eqns, Lin Algebra, Complex
Variables, Discrete Math.
For Comput-Discrete Math

Program Educational ObjectivePEO

Program Educational Objectives

The educational objectives of an

engineering degree program are the
statements that describe the expected
achievements of graduates in their
career, and also in particular, what the
graduates are expected to perform and
achieve during the first few years after
graduation.

Program Educational Objectives

Essentially Answer the Question:
Why does the Program exist in the
first place?
It has to be answered by the
management in Consultation with
all the Stakeholders!

PEOs are broad statements- Describe the career and

professional accomplishments that the program prepares
its graduates to accomplish.
For example, PEOs of an academic program could read like this:

Statement of areas or fields where the graduates

find employment
Preparedness of graduates to take up higher
studies

Qu. Employment Scenario?

Shadow
Shadow of
of the
the IT!
IT!

Graduate Attributes

Graduate Attributes
These define Profile of the Graduates.
The Profile should (and does) meet
requirements of all the Stakeholders.
AND
Is in line with the Profile as defined by the
WA
Defining these is the Starting Point

Some Factors
Aspirations of Student Community
Job Profiles in Indian Industries
Governance Academic
Institutions
University Institution
Relationship
Affiliation

Accreditation Model
Modern Trend: Objectives / Outcomes*
Outcomes are Measurables
Detailed Evaluation Guidelines Allows the
Institution to Assess itself (and Change)
Rather Quantitative (OK in Our Model)
Assesses in a two tier system. One more
suitable for the autonomous, other for the
affiliated
Infrastructure part plays a much smaller role

NBAs Accreditation Process

SAR Structure
Institutional: Infrastructure, Finance,
Admissions, Governance, Faculty, etc
Department/Program Related
Academics: Curriculum, Objectives /
Outcomes*

Accreditation CriteriaOn Which, to make the Judgment

Accreditation - Criteria

Should Include Interests of All

Stakeholders
* Students- Career as Eng Professionals
* Industry- Human Resource for Working
* Govt. Economic Growth
* Faculty Rewarding Careers
Not Everyones Interests in Sync!

Qu. Who decides the Criteria?

Accreditation Agency?
The Stakeholders?
Ans. The Accreditation Agency
with Stake holder's Interests in
View.

Accreditation Criteria-NBA
Crirterion1: Vision, Mission and Programme Educational
Objectives
Criterion2: Programme

Outcomes
Criterion3: Programme Curriculum
Criterion4: Student Performance
Criterion5: Faculty Contributions
Criterion6: Facilities and Technical Support
Criterion7: Academic Support and Teaching and Learning
process
Criterion8: Governance, Institutional Support and Financial
Resources
Criterion9: Continuous Improvement

Accreditation Process Flow

Institution- Complete the SAR
Institution- Evaluate yourself and Bridge
Gaps that you find (Leads to
Improvements in the Institutions
Functioning without)
Evaluators- Initial Assessment based on
SAR and Observations thereon
Visit Judgments Based on Evidence

For Evaluators

The Visit is about collecting Evidence,

Examining it, making Observations on it, and
Finally Drawing conclusions from it!

For Evaluators

Assessment
It is one or more processes that

identify, collect, and prepare

data to evaluate the achievement of
Program Outcomes and program
educational objectives
Important for both, SAR and the Evaluators

For Evaluators

Evaluation
These are processes for interpreting the data
and evidence accumulated through
assessment practices.
Evaluation determines the extent to which
POs or PEOs are being achieved, and results
in decisions and actions to improve the
program as also for accreditation.

SAR-Evaluations

Program Criteria
Program Educational Objectives (PEO)
Program Outcomes (PO)
Course Objectives
Course Outcomes (CO)
Consistency and Interactions Amongst
These

Process Structure (Skeletal)

Program Outcomes/
Graduate Attributes

Assessment and Evaluation

Attainment of
Graduate

Attributes

(To be achieved)
Revise?
Teaching/Learning: Curriculum,
Faculty, Assessment & Evaluation
(Design and implementation component)

Accredit?

How to make the judgment?

As dictated by the Accreditation Criteria

Accreditation Criteria-NBA
Crirterion1: Vision, Mission and Programme Educational
Objectives
Criterion2: Programme

Outcomes
Criterion3: Programme Curriculum
Criterion4: Student Performance
Criterion5: Faculty Contributions
Criterion6: Facilities and Technical Support
Criterion7: Academic Support and Teaching and Learning
process
Criterion8: Governance, Institutional Support and Financial
Resources
Criterion9: Continuous Improvement

WA Graduate Attributes and NBA POs

Graduate attributes form a set of individually-assessable
outcomes that are indicative of a graduate's potential
competency. The graduate attributes are exemplars of the
attributes expected of a graduate from an accredited
program.
The Graduate Attributes are assessable outcomes,
supported by level statements, developed by the
signatories (Now, also NBA) that give confidence (if
achieved) that the educational objectives of programs are
being achieved.

WA Graduate Attributes and

NBA- Program Outcomes
Washington Accord
Attributes

NBA Program
Outcomes.

1.Engineering knowledge, Apply

1.Engineering knowledge, Apply the

knowledge of mathematics, science,

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

knowledge of mathematics, science,

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

2. Problem Analysis, Identify,

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

formulate, research literature, and

analyze engineering problems to arrive
at substantiated conclusions using first
principles of mathematics, natural, and
engineering sciences.

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

3. Design/development of solutions,
Design solutions for complex
engineering problems and design
system components, processes to meet
the specifications with consideration
for the public health and safety, and the
cultural, societal, and environmental
considerations.

4. Investigation, Conduct

4. Conduct investigations of complex

problems: Use research-based
knowledge including design of
experiments, analysis and interpretation
of data, and synthesis of the
information to provide valid
conclusions

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

For Evaluators
2.2 Limitation of Graduate Attributes - WA
Each signatory defines the standards against which engineering
educational programs are accredited. The accord is based on the
principle of substantial equivalence. Programs are not expected to
have identical outcomes and content. The graduate attributes provide
a point of reference to describe the outcomes of substantially equivalent
qualification.

The graduate attributes do not, in themselves,

constitute an international standard for
accredited qualifications but provide a widely
accepted common reference for bodies { like the
NBA} to describe the outcomes of substantially
equivalent qualifications.

NBA-Program Outcomes
1. Engineering Knowledge,
2. Problem Analysis
3. Design/development of solutions,
4. Conduct investigations of complex Problems,
5. Modern tool usage,
6. The engineer and society,
7. Environment and sustainability,
8. Ethics,
9. Individual and team work,
10. Communication,
11. Project management and finance,
12. Life-long learning

For Evaluators

POs- Working Details

1. Definition and Validation of Course Outcomes and their
mapping to Programme Outcomes
2. List all the Course Outcomes (COs) and Programme
Outcomes (POs)
3. List Assessment tools employed for evaluation of level
of attainment for COs (and evidence for this)
4. Establish Attainment Levels for the POs
5. Indicate processes employed for discussion on the POs
6. Section 2.3 of SAR {This and the next slide}

Attainment of Programme Outcomes

1. Illustrate how course outcomes contribute to the POs
2. Explain how modes of delivery of courses help in
attainment
3. How assessment tools, used to assess the impact of
delivery of course/course content contribute towards the
attainment of course outcomes/programme outcomes
4. Extent to which the laboratory and project course work
are contributing towards attainment of the POs
{ This is for the SAR. All the Evidence-On the Table }

For Evaluators

Evaluation of the attainment of the

Programme Outcomes
1. Results of evaluation of each PO. (to be recorded)
2. How the results of evaluation were used for curricular
improvements? (Continuous Improvement)
{SAR Again!}

Curriculum
Curriculum, Assessment and Evaluation are
the major tools by which Program Outcomes
are attained. We should look at all of these
together.
Sections 3.x of SAR mostly require available data

Curriculum

1 Contents of Basic Science, Humanities, and Program

Specific Courses Core, Elective
2 Content Delivery
3 Laboratory Work
4 Project Work
Following Questions need to be answered: Program
Criteria Met? POs Met?
Processes of Development?

Participants in Curriculum Design

Faculty {Team}
Industry
Academics from Peer Institutions
Desirable}
Students and Alumni
Academic Bodies

{Very

Framework
PEO/PC
Program
3
Outcomes
Curriculum &
Teaching, Learning
1

Course Outcomes
2

For Evaluators Records?

Curriculum Design Flow

Define PEOs
Place Starting Design alongside NBAs
Program Outcomes.
Can you cover All POs within the Credit
Limit Requirements?
If Yes, then Sequencing Requirements?
Else,
In a Few iterations a Solution should
emerge

Sample Syllabus
Course: Electrical Circuits and Network Theory.
Offered in either 2nd or 3rd semester to students of Electrical
Sciences. Credits: (Typical) 3-1-0. Course is Compulsory.
Course Objective: To prepare a student to take courses normally
offered in subsequent semesters, like: Electronic Circuits, Signals
and Systems, Advanced Electronics, etc.
Syllabus: The circuit concept as an approximation to a physical
system {modeling, Application of laws of physics (PO 1)}.
Kirchoffs Laws, voltage and current sources, Network equations,
use of source transformations, Loop and Nodal analysis, Matrix
representation of circuit equations and their solutions {Apply
knowledge of mathematics (PO1)} Continued

Transient response, solution of differential equations with constant

coefficients, initial and final conditions, time constant, its physical
significance, and use in solving engineering problems {PO 2
particularly, switching circuits}. Use of Laplace transform in circuit
analysis {again PO 1}
Two-port networks, two-port parameters {necessary for all the
electronics systems that would follow}, sinusoidal steady state analysis
and frequency response
Use of computers for solving large problems {PO 5}
Text books: 1.Van Valkenburg, Network Analysis, 3rd Edition, PHI.
{For an 8 credit advanced course}
2. V Del Toro, Electrical Engineering Fundamentals, 2nd Edition
{For a 6 credit standard course}
Course Outcomes: PO 1, PO 2, PO 5
Reference: The Mathematics of Circuit Analysis, E.A. Guillemin,
Oxford & IBH

Curriculum Design Jig Saw Puzzle

(with Multiple Solutions)

Qu. Is it difficult? 69 = 10077696

Task Force on the Undergraduate Educational

Commons
Massachusetts Institute of Technology, October 2006

General

Institute Requirements, the rigorous foundation

in natural science, mathematics, technology, humanities,
arts, and social sciences that forms the core
curriculum of an MIT undergraduate education.

The Task Force affirms the many ways in which this

common curriculum has successfully prepared MITs
graduates for a lifetime of learning and

leadership

Curriculum
Teaching/Learning/Assessment/Evaluations

Course Outcomes
Program Outcomes
If True, Done

Broad Outline
Mathematics, Physics, Basic Engineering Sciences,
Humanities, Communication

Core (Compulsory) Electrical Engineering Courses

{Electives}
Type 1

Type 2

Type 3

Type 4
Projects, Internships, Assignments, ..

Typical Core Composition for EE

Mathematics 4/5 courses

Physics 3/4 Courses
Chemistry 1/2
Biology (?) 1
Humanities and Social Sciences 3/4

Maths: Calculus (1/2), Linear Algebra,

Discrete Maths, Complex Variables
Physics: General Physics, Electricity &
Magnetism (Adv), Modern Physics,

Relationship:COs and POs

{Course Outcomes}

{Program Outcomes}

How?

Every Course Leads to Some Outcomes. All the courses

together must cover the stated list of outcomes. One way
of verifying this to prepare a match matrix as shown
below. In the table below * could also be a numbertypically in (0,1) indicating level of attainment.
Course PO PO 1

EE 111

PO 2

PO 9
*

EE 212

HS 101

*
*

NBAs Program Outcomes

They are interesting!

1. Engineering knowledge: Apply the knowledge of

mathematics, science, engineering fundamentals, and engg.
specialization to the solution of complex engineering problems.
2. Problem analysis: Identify, formulate, research literature,
and analyze engineering problems to arrive at substantiated
conclusions using first principles of mathematics, natural,
and engineering sciences.
3. Design/development of solutions: Design solutions
for complex engineering problems and design system
components, processes to meet the specifications with
consideration for the public health and safety, and the
cultural, societal, and environmental considerations.
4. Conduct investigations of complex problems:
Use research-based knowledge 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 teams, and in
multidisciplinary settings.
10. Communication: Communicate effectively with the
engineering community and with society at large. Be able to
comprehend and write effective reports documentation. Make
effective presentations, and give and receive clear
instructions.
11. Project management and finance: Demonstrate
knowledge and understanding of engineering and
management principles and apply these to ones own work,
as a member and leader in a team. Manage projects in
multidisciplinary environments.
12. Life-long learning: Recognize the need for, and have
the preparation and ability to engage in independent and lifelong learning in the broadest context of technological change.

Some Sample Program Outcomes

Engineering knowledge: Apply the
knowledge of mathematics, science,
engineering fundamentals, and engg.
specialization to the solution of complex
engineering problems?

Examples
Problems that can not be solved by just
direct application of techniques and
theorems taught in the course. (Different
from most problems at the end of chapters in
a typical text book that allow more or less
simple and direct approach).

Problems that may or may not have a unique

solution. For example, a design problem can
be solved in many ways and leads to different
solutions.
Could require the students to define
appropriate constraints/ requirements not
explicitly mentioned in the problem statement
(like: cost, power requirement, life span etc).

There would be a need for the problem to be

defined in an appropriate mathematical
framework (taking into account any physics
required).
In a design problem there would be a need for
use of a modern computational tool. For
example, in the design of an antenna or a
DSP filter.

Assessment and Evaluation

Assessment
It is one or more processes that

identify, collect, and prepare

data to evaluate the achievement of
Program Outcomes and program
educational objectives

Evaluation
These are processes for interpreting the data
and evidence accumulated through
assessment practices.
Evaluation determines the extent to which
POs or PEOs are being achieved and results
in decisions and actions to improve the
program as also for accreditation

Assessment and Evaluation

Qu. What is it that we are trying to assess?
Ans. Have the Graduates qualified for the Profession.
But, we assess the students continually as they progress
through the program!
So, most of the tools used here can be the ones that we
use regularly, like: In-Semester exam, End-Semester
exam, Tutorials, Quizzes, Assignments, and (may be)
some more.

Qu. Then, what has changed?

Ans. What has changed is: Now, we have to make
assessments against the POs that we have declared as
creating the required profile of the Graduate. Thus
Assessment and Evaluation have to address this new
requirement (and that is the Catch).
These new needs influence the constructs of assessment
and evaluation tools so that claims of COs and POs can
be substantiated.

Typical Assessment Tools

Mid-Semester and End Semester
Examinations**
Tutorials*
Home Assignments*
Project work- Viva-Voce, Seminars etc.
Employer/Alumni Feedback
More

An Example
A Group Project Assignment:- Design a SMPS for 12V, 500 mA
Claimed Course Outcomes: Team Work, Advanced Electronic
System Design, Environment, Ethics.
Assessment: Detailed Project Report, Discussion with the Instructor.
Evaluation of Attainment: (scale of 1, 5)
1. Design basically sound and in working condition, attainment 3
2. Report shows EMI/EMC issues taken into account- Environment
attainment 4
3. Report mentions EMI/EMC standards attainment 5

Course Outcomes
Problem: Independent signals {fi (t)}, i = 1, 2, 3, ...,N,
all band limited to B Hz are to be sent in TDM mode
on a communication channel of bandwidth B0 Hz.
Determine B0 .
You need to state all assumptions that you make (and
why?). Just getting the value of B0 correct does not
carry much credit.

Solution: By the sampling theorem each signal is to be sampled at

the rate of 2B samples/ sec, or at the intervals (t) = 1/2B. So, the
MUX will collect 2NB samples/ sec from all the N-signals. At the
channel input the interval between two samples (by Assumption 2)
will be (t) = 1/ 2NB.
Assume (1): that the channel is ideal, low-pass its impulse response
is {Mathematical Modeling of a Physical System, PO2}
sin (2 B0 t)/ (2 B0 t). It has zeroes at intervals of 1/2B0
Assume (2): The samples at the input of the channel are equi-spaced
{Uniform}. {Ability to Understand Convolution and fix Placements,
PO3}
The channel output, if (Assume 3) sampled synchronously, will
provide correct sample values to individual outputs. {Ability to
Understand Convolution and fix Placements, PO3}
Then, we require (t) = 1/ 2NB = 1/2B0 ,
Hence, B0 = NB.

For Evaluators
1. It may not be possible to do such an exercise for every
course.
2. A subset of courses that would cover ALL the Program
Outcome could be selected.
3. As can be seen from the examples, there is evidence on
record for all the outcomes claimed.
4. Evaluators Report will typically record these findings

If attainment Levels for ALL POs are

fine You are Through!

Visit Issues

Only for Evaluators

Observers
NBA Processes
Evaluators
Homework as Questions, Observations
prior to the Visit
Notes During the Visit
Conduct of the Visit

Consistency

Vision
Mission
Program Criteria
Program Educational Objectives
Program Outcomes
Course Outcomes

These Points that follow are based on my own

experience over several NBA visits,
discussions with some colleagues and
Observations of many others.

Dos
Examine Evidence provided for Claims of
Attainment.
Request any additional Information
Schedule to be accurately followed.
Please keep Correct and Complete record
of Observations

Don'ts
Ours is not an Advisory Role.
Remember that Accreditation is of the
Program.
In my Institute Avoidable
Politeness is the key to a successful visit.

Pause

Sample Syllabus
Course: Electrical Circuits and Network Theory.
Offered in either 2nd or 3rd semester to students of Electrical
Sciences. Credits: (Typical) 3-1-0. Course is Compulsory.
Course Objective: To prepare a student to take courses normally
offered in subsequent semesters, like: Electronic Circuits, Signals
and Systems, Advanced Electronics, etc.
Syllabus: The circuit concept as an approximation to a physical
system {modeling, Application of laws of physics (PO 1)}.
Kirchoffs Laws, voltage and current sources, Network equations,
use of source transformations, Loop and Nodal analysis, Matrix
representation of circuit equations and their solutions {Apply
knowledge of mathematics (PO1)} Continued

Transient response, solution of differential equations with constant

coefficients, initial and final conditions, time constant, its physical
significance, and use in solving engineering problems {PO 2
particularly, switching circuits}. Use of Laplace transform in circuit
analysis {again PO 1}
Two-port networks, two-port parameters {necessary for all the
electronics systems that would follow}, sinusoidal steady state analysis
and frequency response
Use of computers for solving large problems {PO 5}
Text books: 1.Van Valkenburg, Network Analysis, 3rd Edition, PHI.
{For an 8 credit advanced course}
2. V Del Toro, Electrical Engineering Fundamentals, 2nd Edition
{For a 6 credit standard course}
Course Outcomes: PO 1, PO 2, PO 5
Reference: The Mathematics of Circuit Analysis, E.A. Guillemin,
Oxford & IBH

One more Match

PEOs vs. POs

PEOs vs. POs

PO

Top EE
Engineer

Knowledge
of EE
practice

Ability to
learn to
work in
different
areas

Responsible
member of
Society

1.Engineering
Knowledge

TRUE

TRUE

..

..

2. Problem

TRUE

Mostly

To an extent

...

3. Design/
development
of solutions

TRUE

Mostly

...

...

5. Modern
tool usage

Somewhat

Somewhat

...

...

11. Project
management
and finance

...

Somewhat

To an extent

...

PEO

Analysis

Thanks
Have a Great Day!

Graduate Attributes of NBA

Sample Evaluation

1.
2.
3.
4.

Program Objectives (Course wise)

Do these match with?:
Curriculum
Content Delivery
Assessment (Exams)
Final Year Project work

Suggestions
Must Reflect Our Realities
Two Types: Autonomous, Affiliated?
Self Assessment Report- A Requirement
Accreditation Agencies MUST help
Institutions in the Process Learning
Build a Large Pool of Assessors
Inclusive: Professional Bodies, Industry,
Govt.(?)

An Illustrative Example

Illustrative Examples for some major criteria

of SAR
Assumptions: The Institution is located at
Mumbai and the SAR is for a program in
Electrical Engineering (EE)

PEOs:
Before starting the program the question that needed to be
answered is: Qu. Is this program required and if so by
whom?
Ans: Mumbai and its environs have a good, large and very robust
electrical engineering industry.
Examples: L&T, Crompton-makers of heavy equipment- transformers,
S/W
Companies that design/ build/operate power distribution networks
e.g. Tata Electric. Companies that help build generating stations.
Hundreds of medium, small companies working in electrical power arena.
Requirement of qualified, capable engineers is very large.
They should be capable of working in the field as well as in the factories.

PEO:
So the PEO could be like- to create
graduates who could meet the needs of this
vast industry, for engineers capable of
handling all the variability in the work of this
industry.
Graduates should be able to pursue a
graduate program in EE as there is also a
need for engineers with PG qualifications.

Contrast this with an higher-end

institution. It would like to graduate
engineers who could handle much more
complex tasks such as: designing of
electrical equipment, analyze
performance of a power system
network.
So, its PEO will reflect these needs, and
as a consequence everything down the
chain will be different

VISION STATEMENT
Vision: Since it is a statement of what the
management would like the institution to be
and not of what it is planning to do
it could read something like this: To be a preferred
destination for prospective students who wish to
become top of the line electrical engineering
professionals.*

Mission
Mission:

The operating phrase for the Mission is- what it

plans to do?-the action
To build an institution with high end infrastructure, and with
an academic program {in terms of curriculum, faculty etc}
which will produce graduates who can meet the needs of the
EE industry in Mumbai.

Defining of POs: (2.1.3)

(1) Deliberations with the stakeholders to understand their

needs. In our case the major stakeholder is the EE industry in
Mumbai. Then there are others: Faculty (within and outside),
alumni, Govt. All may be consulted. (2.1.5)
(2) These are then checked for consistency with GAs as
defined by the NBA. (2.1.4)
(3) Finally, check if the program criteria (for that program) as
defined by the NBA are met.
(4) The entire process may go through a few iterations.
(5) All these steps need to be properly documented for
accreditation.

Program Outcomes
Program Outcomes: In this program the graduates will
acquire knowledge of
Basics of EE- Electromagnetic fields, Electrical Machines
(motors, generators), Drives and power electronics, Power
distributions.
They will also acquire advanced understanding of EE
practice in their preferred domain (through electives)

Attainment of POs: (2.2)

Search through the curriculum (2.2.1), content
delivery (2.2.2), and assessment.
List all the outcomes, and ensure that all the GAs are
covered.
Then, to match COs with the POs, construct the
correlation Matrix as shown below. (2.2.1)

SAR
This is the KEY element in Accreditation
SAR Allows:
Institution to Evaluate itself & Improve
Evaluators to proceed systematically
Transparency and Consistency
Always Evolving

Different Views
As Understood by the Users (Students) of
Service
Based on Feedback from:
1. Alumni
2. Discussions in the peer groups
3. Physical Infrastructure
4. Misc Info Sources- Rankings, Faculty

Qu. Is there a Systematic Way?

Created by the Professionals?
Yes, the Way is Accreditation!

For Evaluators

Accreditation
What accreditation is NOT?
1. Not a ranking procedure (Gold, Silver, 1,2,3,..)
2. Not an Investigation (There has been no
complaint)
3. (Should not be), A Regulatory Process.
4. Not Even an Audit
Accreditation is not a ranking system.
ABET does not rank programs in any way.

Have a Great Day!

Objectives of Accreditation
ABETaccreditation is intended to accomplish the following
specific objectives:
To identify to the public, prospective students, student
counselors, parents, educational institutions, professional
societies, potential employers, governmental agencies, and
state licensing or certification boards, specific programs that
meet minimum criteria for accreditation.
To provide guidance for the improvement of the existing and
development of future educational programs in applied
science, computing, engineering, and technology areas.
To stimulate the improvement of applied science, computing,
engineering, and technology education in the United States.

Process of Continuous Review of

Outcome Measurements- Effective
Efficient?
The processes employed to review the
results and conclusions arrived at from
these need to be explained.
The remedial actions required, and their
effectiveness need to be stated.
Further, the efficiency of the continuous
improvement process to be explained