Continuous Improvement (100)

This criterion essentially evaluates the improvement of the different indices that have already been discussed in earlier criteria.

From 9.1 to 9.5 the assessment calculation can be done as follows.

a, b and c are the values of variables, which correspond to either LYGm2, LYGm1 and LYG or CAYm2, CAYm1 and CAY respectively, after scaling down each of them to a maximum value of 1.

For 9.1 and 9.2 the assessment can be made as, Assessment = (b-a) + (c-b) + (a + b + c) x (5/3)

9.1 Improvement in Success Index of Students (5)

a, b and c are the success indices which correspond to LYGm2, LYGm1 and LYG respectively.

Items LYG (c) LYGm1 (b) LYGm2 (a) Assessment

Success index 0.56 0.64 0.88 3.15

9.2 Improvement in Academic Performance Index of Students (5)

a, b and c are calculated respectively for LYGm2, LYGm1 and LYG by dividing the API values, obtained from the criterion 4.2, by 10. The maximum value of a, b, and c should not exceed one.

Items LYG (c) LYGm1 (b) LYGm2 (a) Assessment

API 0.726 0.693 0.708 3.56

For 9.3 to 9.5 the assessment can be made as, Assessment = (b-a) + (c-b) + (a + b + c) x (10/3)

9.3 Improvement in Student- Teacher Ratio (10)

a, b and c are calculated respectively for CAYm2, CAYm1 and CAY by dividing the STR values, obtained from the criterion 5.1, by 15. The maximum value of a, b, and c should not exceed one.

Items CAY (c) CAYm1 (b) CAYm2 (a) Assessment

STR 1 1 1 10

9.4 Enhancement of Faculty Qualification Index (10)

a, b and c are calculated respectively for CAYm2, CAYm1 and CAY by dividing the FQI values, obtained from the criterion 5.3, by 10. The maximum value of a, b, and c should not exceed one.

Items CAY (c) CAYm1 (b) CAYm2 (a) Assessment

FQI 1 1 1 10

9.5 Improvement in Faculty Research Publications, R&D Work and Consultancy Work (20)

From 5.7

a, b and c are calculated respectively for CAYm2, CAYm1 and CAY by dividing the FRP values, obtained from the criterion 5.7, by 20. The maximum value of a, b, and c should not exceed one.

Items CAY (c) CAYm1 (b) CAYm2 (a) Assessment

FRP 0.294 0.323 0.298 3.05

From 5.9

a, b and c are calculated respectively for CAYm2, CAYm1 and CAY by dividing the FRDC values, obtained from the criterion 5.9, by 20. The maximum value of a, b, and c should not exceed one.

Items CAY (c) CAYm1 (b) CAYm2 (a) Assessment

FRDC 0.262 0.051 0.159 1.68

9.6 Continuing Education (10)

In this criterion, the institution needs to specify the contributory e ffo rts made by the faculty members by developing course/laboratory modules, conducting short-term courses/workshops, etc., for continuing education during the last three years.

Module

Duration Resource persons

Ekalavya

Bombay Syam Gopi 5 days IIT-Bombay Faculties and PG students

10 days IIT-Bombay Faculties and PG students

5 days IIT-Bombay Faculties and PG students

10 days IIT-Bombay Faculties and PG students

Steps 2

9.7 New Facility Created (20)

Specify new facilities created during the last three years for strengthening the curriculum and/or meeting the PO s.

Various new facilities which has been hitherto unavailable to the students have been created for strengthening the curriculum and/or meeting the P.O’s. The important ones have been listed below

 Industrial visits

Industrial visits give the students a firsthand understanding of how big industries work.

Industrial visit is mandatory for all students of the department at least once in a year. They are exposed to the real work involved in big infrastructural projects. Also students are able to reinforce the knowledge which they have gained through classroom lectures.

 Industrial training

Students are encouraged to undergo industrial training during their semester break in some industry of their choice. Also a report has to be submitted at the end of industrial training.

Industrial training provides an insight to students about what is happening in the real world and also supplements their class room knowledge. Industrial training also helps students to get practice in works in industry which will be of immense help to them later when they join for jobs in industry after their course completion

 Software training programmes

The advent of various software has made life of an engineer easy. So it is essential that students are taught the nuances of various software which would help them in giving better shape to their ideas as also give them an added advantage in their career prospects.

 Workshops

Different workshops related to the curriculum taught are arranged throughout academic year to enhance students’ knowledge in engineering subjects. Eminent personalities from industry as well as academia are invited to deliver lectures during these workshops.

Students often find these sessions to be extremely useful which is evident from their involvement as well as their interaction with the resource persons

 Participation in paper presentations and technical competitions at the national and international level

Students are encouraged to participate in paper presentations and technical competitions at the national and international levels.

 Projects ( in three levels):

Students have to carry out a project at micro level (second year) where they chose their area of interest. Micro project mainly aims at familiarizing students with nuances of literature review and an exposure on how to apply their class room knowledge to research.

Mini level projects (third year project) aims at exposing students to real world scenarios of the theory they have studied in class in their area of interest. Main level (final year) project aims at training them to find solutions to real world problems with their technical knowhow. The partaking of students in micro, mini and main project have been found to be very effective in their growth as engineers.