Induction Program based on accreditation and Ranking system
- 1. Internal Quality Assurance Cell (IQAC) Dr. Moiz Akhtar Associate Professor & Assistant Director-IQAC Department of Business Management Integral University
- 2. Topic Covered • Ranking & Accreditation • AQAR Portal – Structure and Utilization • Outcome Based Education
- 3. Internal Quality Assurance Cell (IQAC) The internal quality assurance mechanism of the University is called “Internal Quality Assurance Cell (IQAC)”. The IQAC is meant for planning, guiding and monitoring Quality Assurance (QA) and Quality Enhancement (QE) activities of the University.
- 4. Ranking & Accreditation Rankings and Accreditation are a useful tool to differentiate and compare institutions, using data based on a variety of parameters, such as teaching quality, research quality, inclusivity, student satisfaction, and many more. Ranking Accreditation Agencies Magazines, website, Private or Government Organizations NBA, NAAC, ABET Assessment duration Yearly 3-5 years comprehensive assessment Grading Type Relative Absolute Example QS university rankings, Forbes rankings, and Times Higher Education, ARIA, NIRF,IIRF, Schimago , Career 360, The Week (Hansa Research) ,India Today- MDRA etc. NAAC Institutional , NBA Program Specific, ABET Program Specific
- 5. National Institutional Ranking Framework (NIRF) The National Institutional Ranking Framework (NIRF) has been accepted by the MoE and launched on 29th September 2015. This framework outlines a methodology to rank institutions across the country based on broad parameters. NIRF Categories Weightage (%) Teaching, Learning & Resources (TLR) Research & Professional Practice (RP) Graduation Outcomes (GO) Outreach and Inclusivity (OI) Perception (PR) Overall (University) 30 30 20 10 10 Pharmacy 30 30 20 10 10 Engineering 30 30 20 10 10 Management 30 30 20 10 10 Medical 30 30 20 10 10 Architecture 40 20 20 10 10 Law 40 15 25 10 10
- 6. NIRF Component of NIRF Pharmacy / Engg. (%) Teaching, Learning & Resources SS Student Strength FSR Faculty-student ratio FQE Faculty qualification & Experience FRU Financial Resources & Utilization Graduation Outcomes GPH Placement & Higher Studies GUE University Examinations GMS Median Salary GPHD Ph.D. Students Graduated Research & Professional Practice PU Publications QP Quality of Publications IPR IPR and Patents FPPP Projects &Professional Outreach and Inclusivity RD Region Diversity WD Women Diversity ESCS Economically & Socially Challenged Students PCS Facilities for Physically Challenged Students PR Perception
- 7. NAAC Revised Accreditation Framework National Assessment and Accreditation Council (NAAC) was established in 1994 as an autonomous institution of the UGC. NAAC accreditation covers institutions. NAAC A&A process is based on following criteria's Criterion 1: Curricular Aspects 150 Criterion 2: Teaching-Learning and Evaluation 200 Criterion 3: Research, Innovations and Extension 250 Criterion 4: Infrastructure and Learning Resources 100 Criterion 5: Student Support and Progression 100 Criterion 6: Governance, Leadership and Management 100 Criterion 7: Institutional Values and Best Practices 100
- 8. NAAC Revised Accreditation Framework Count & Type of Metrics in NAAC SSR Universities Criteria QLMQnM Total I 3 4 7 II 4 11 15 III 3 17 20 IV 4 5 9 V 3 9 12 VI 7 5 12 VII 8 4 12 Total 32 55 87 Weight & Type of Metrics in NAAC SSR Universities Criteria QLM QnM Total I 65 85 150 II 40 160 200 III 27 223 250 IV 60 40 100 V 15 85 100 VI 52 48 100 VII 60 40 100 Total 319 681 1000
- 10. NAAC Revised Accreditation Framework Range of Institutional Cumulative Grade Point Average (CGPA) Letter Grade Status 3.51-4.00 A++ Accredited 3.26-3.50 A+ Accredited 3.01-3.25 A Accredited 2.76-3.00 B++ Accredited 2.51-2.75 B+ Accredited 2.01-2.50 B Accredited 1.51-2.00 C Accredited ≤ 1.50 D Not Accredited
- 11. Responsibilities Dissemination of information on the various quality parameters. Data Collection / Documentation of the various programmes/activities. Arrangement for feedback responses from stakeholders. Development and application of benchmarks for the various activities of the University. Preparation of Annual Quality Assurance Report (AQAR) of NAAC & submission of NIRF Acting as a nodal agency for coordinating quality-related activities, including adoption and dissemination of good practices. Creation of a learner-centric environment conducive for quality education. Development and maintenance of Institutional database through MIS. Interaction with DQACs. IQAC: Internal Quality Assurance Cell
- 12. Data Collection Portal: AQAR http://sdc/aqar/
- 13. Data Collection Portal: AQAR
- 14. Background: Outcome Based Education (OBE) 7 C’s • Critical Thinking and Problem Solving • Creativity and Innovation • Collaboration, Teamwork and leadership • Cross cultural Understanding • Communication and Media Fluency • Computing and ICT Fluency • Career and Learning Self Reliance 3 R’s • Reading • WRiting • ARithmatic Ref: Book by Trilling and Fadel (2009) 21 Century Education: Skills
- 15. Background: Outcome Based Education (OBE) In last 250 years; 4 industrial revolutions changing workforce skill requirement 1.0 1780: Invention of Steam Engine 2.0 1900: Production line 3.0 1970: Computers and Automation 4.0 2000: Internet and networks To align with Industry 4.0, Education has to transform termed as Education 4.0 Source: https://commons.wikimedia.org/ Education 4.0 Trends (Fisk, 2017) • Any where any time learning (24x7) • Self paced learning • Flexible pedagogy • Collaborative learning • Hands on learning • Data interpretation skills as Data analysis is done by computers • Formative assessment • Flexible curriculum • Teachers role change to facilitator
- 16. Outcome based Education It is not what is being taught (input) It is what is being learnt (output) Outcome based education is student centered instructional approach that focuses on measuring student performance or outcomes. Outcomes: Knowledge, skills, and attributes • OBE necessitates defining outcome and measuring attainment. • Outcome should be suitable for industry/ higher education institution/ research organization requirement which expect Higher order skills (HOS) • Therefore employing Bloom’s taxonomy (cognitive learning levels) in academic delivery and assessments is essential and beneficial.
- 17. Outcome based Education: Process
- 18. Outcome based Education: Process 1. OBE process starts with clear statement of what knowledge, skills and attribute Graduates will be able to demonstrate at the completion of program. These statement should be measurable and aligned with Program Educational Objectives (PEO) and Vision/ Mission statements of the institution. These are called Program Outcome (PO) or Graduate Attributes (GA). 2. Then outcome based curriculum is designed/ modified for the program to achieve PO Curriculum through a set of courses. With each course having a set of Course Outcome (CO) which contribute to PO attainment as well as Program specific outcome(PSO) attainment 3. A suitable, planned teaching learning process (with appropriate assessment tools) are put in place to achieve CO-PO-PSO. https://www.bits-pilani.ac.in/tlc/Pilani/Resources/Talks/Talk_Dr_A_Roy.pdf
- 19. PEO, PSO, PO, CO definitions Objective Program Educational Objectives (PEO): Program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve.PEO’s are influenced and guided by local and global factors, stakeholders (industries/ alumni/ society) Outcomes Program Specific Outcomes (PSO): Program Specific Outcomes are statements that describe what the graduates of a specific engineering/professional program should be able to do. PSOs are defined by the departments. Program Outcome (PO): Program outcomes describe what students are expected to know and would be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire as they progress through the program. PO’s are guided by accreditation agencies (NBA/NAAC) and vary for discipline and level Course Outcome (CO): describe what students are expected to know, and be able to do at the end of each course/subject.
- 20. Correlation of PEO, PSO, PO, CO Vision Mission PEO-1 PEO-2 PEO-3 … PO-1 PO-2 PO-3 PO-4 PO-5 …… CO-1 CO-2 CO-3 …… CO-1 CO-2 CO-3 …… CO-1 CO-2 CO-3 …… …… Teaching Learning Process Assessment/ evaluation PSO-1 PSO-2 PSO-3 …… Feedback
- 21. PEO, PSO, PO PEO are OBJECTIVES of starting a programs: defined by institute/department PSO are SPECIFIC OUTCOMES that ‘graduates’ should be able to do after completion. It is specifically related to the program and defined by department PO also referred as Graduate attributes are outcomes that graduates will be able to demonstrate after completion, given by accreditation agencies Graduation PO (GA) Demonstration of PSO Demonstration of PEO (Alumni Profile) Early phase of career Peak of of career
- 22. Bloom’s Taxonomy Higher order Skills (HOS) Lower order Skills (LOS) BT1 BT2 BT3 BT4 BT5 BT6 •Most recognized taxonomy of learning objectives developed in 1956 and revised in 2001 used to create LO’s that targets depth of learning & assessments to measures outcomes
- 23. Bloom’s Taxonomy Lower order Skills (LOS) • BT3 Apply • BT2 Understand • BT1 Remember LOS require less cognitive processing but makes important base for learning Higher order Skills (HOS) • BT6 Create • BT5 Evaluate • BT4 Analyze HOS require more cognitive processing and can be achieved only after LOS achieved •In 21 century, industry demand HOS. •LOS may lead to entry level jobs but career progression is very slow. •HOS leads to rapid career progression •Top level skill leads to entrepreneurship
- 24. Dale’s Cone of Learning Experience Read Hear View Images Watch Videos Visit Exhibit/Sites Watch a Demonstration Design Collaborative Lesson Participate in Hands-on Activity Simulate, Model or Experience Design/perform a Presentation, Do “the real thing” People Generally Remember People are able to: (Learning Outcomes) 10% of what they read 20% of what they hear 30% of what they see 50% of what they hear and see 70% of what they say and write 90% of what They say as They do a thing *Define *Describe *List *Explain •Demonstrate •Apply •Practice •Analyze •Design •Create •Evaluate Traditional Lectures E content/ Online resources/ Labs/ animations writings/ simulations/Group assign / design/ Presentations https://en.wikipedia.org/wiki/Edgar_Dale
- 25. Involving BT and Dale’s cone of learning in Course activity design CO should target HOS Teaching learning process should foster HOS Assessment tools should also measure HOS with LOS Course activities should be designed to foster HOS with consideration of Dale’s cone of learning experience.
- 26. Education system Programs • Infra structure • Faculty • Learning Processes Assessments Infrastructure support Technological support Student support Desired Outcomes •On and Off campus placements •Higher education •Competitive exams (IES/IAS/Gate etc.) •Entrepreneurship /startups (Input) students Sport/ extra & Co curricular support Learning resources Library / Internet/ Courseware Placement / PDP training support feedback (finished product) students Administration students Parents Industry/ Institutions Alumni Society Stakeholders
- 27. PO For Engineering PO For Engineering (UG) by NBA 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 Reference: http://www.nbaind.org/Files/ug-sar-tier-i-final-ver-1.0.pdf PO For General Higher Education Programmes (NAAC) 1. Critical Thinking 2. Effective Communication 3. Social Interaction 4. Effective Citizenship 5. Ethics 6. Environment and Sustainability 7. Self-directed and Life-long Learning Reference http://www.naac.gov.in/images/docs/Manuals/University%20Manual%20Amended- %2020th%20June%202018n.docx
- 28. CO 4-6 CO should be defined for each course (Preferably one distinct CO for each unit) CO should focus on higher order skills (HOS), i.e. Analyze, Evaluate and Create Each CO may take few lectures (7-10) on an average. CO’s are written using action verbs, which are specific, measurable and can be demonstrated by students after successful completion of the course Attainment of each CO leads to one or more PO attainment. For professional programs PO are guided by accreditation agency/ governing bodies.
- 30. CO –PO mapping (Example) CO –PO mapping for a course “Signals and Systems” (B. Tech EE II year) S No. CO Description Mapped Unit PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 CO1 Given the integrable real continuous time input signals, would be able to perform Fourier transformation and analyze the spectral characteristics. I 3 2 2 3 1 CO2 Given a system description, would be able to explore alternate description and implement using basic building blocks of the system II 3 3 3 3 2 1 CO3 Given the real discrete time system description, would be able to perform discrete time Fourier transformation/ Z - transformation and analyze the characteristics of the system III 3 2 2 3 1 CO4 For a system with input output relationship described in standard form, would be able to characterize the time/ frequency characteristics and demonstrate in graphical form IV 3 3 2 3 1 1 3 Strong contribution, 2 average contribution, 1 Low contribution