1
SELF ASSESSMENT REPORT (SAR)
FORMAT DIPLOMA ENGINEERING
PROGRAMS
(January, 2019)
NBCC Place, 4th Floor East Tower, Bhisham Pitamah
Marg, PragatiViharNewDelhi110003 P: +91(11)24360620-22, 24360654
Fax: +91(11)24360682
E-mail: [email protected]
ebsite: www.nbaind.org (October, 2015)
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SAR Contents
Serial Code & Link
to the Item
Item
Page No.
PART A Institutional Information 3
Program Level Criteria
1. Vision, Mission, Program Educational Objectives 7
2. Program Curriculum and Teaching – Learning Processes 11
3. Course Outcomes and Program Outcomes 35
4. Students’ Performance 54
5. Faculty Information and Contributions 64
6. Facilities and Technical Support 82
7. Continuous Improvement 87
Institute Level Criteria
8. Student Support Systems 92
9.
Governance, Institutional Support and Financial Resources
113
PART C Declaration by the Institution 136
Annexure-1 Program Outcomes and Program Specific Outcomes 137
3
PART A: Institutional Information
1. Name and Address of the Institution: Sant Gajanan Maharaj Rural Polytechnic, Mahagaon.
Site – Chinchewadi, A/P – Mahagaon, Tal – Gadhinglaj,
Dist – Kolhapur (Maharashtra) - 416503
2. Name and Address of the Directorate of Technical Education:
Directorate Of Technical Education ,Maharashtra State, Mumbai
3, Mahapalika Marg, Post Box 1967,Mumbai - 400 001
3. Year of Establishment: 2008
4. Type of the Institution:
University
Deemed University
Autonomous
Affiliated
Any Other (Please Specify)
5. Ownership Status:
Central Government
State Government
Government Aided
Self-financing
Trust
Society
Section 25 Company
Any Other (Please specify)
√ √
√ √
√ √
4
Provide Details:
6. Other Academic Institutions of the Trust/Society/etc., if any:
Name of the Institution
Year of Establishment
Programs of Study
Location
SANT GAJANAN MAHARAJ RURAL
HOSPITAL
1993 Charitable Hospital MAHAGAON, TAL GADHINGLAJ
RURAL COLLEGE OF PARAMEDICAL
EDUCATION MAHAGAON
(Aided)
1997 Radiography, Optometry and
Medical Lab Technician MAHAGAON, TAL GADHINGLAJ
P.G. INSTITUTE OF MEDICAL
LABORATORY TECH &
DIETETICS MAHAGAON
2004 P.G. DMLT, P.G.
DIETETICS MAHAGAON, TAL GADHINGLAJ
FLORENCE SCHOOL OF
NURSING
MAHAGAON
2005 R.A.N.M. R.A.N.M.
SANT GAJANAN MAHARAJ
RURAL
PHARAMACY COLLEGE MAHAGAON
2006 D. Pharmacy
MAHAGAON, SITE
CHINCHEWADI,
TALGADHINGLAJ
SANT GAJANAN MAHARAJ
COLLEGE OF PHARMACY, MAHAGAON
2010 B. Pharmacy
MAHAGAON, SITE
CHINCHEWADI, TALGADHINGLAJ
SANT GAJANAN MAHARAJ
SCHOOL OF NURSING, MAHAGAON
2010 R.A.N.M. MAHAGAON, TAL GADHINGLAJ
2011 R.G.N.M. MAHAGAON, TAL GADHINGLAJ
SANT GAJANAN MAHARAJ
COLLEGE OF ENGINEERING, MAHAGAON
2012 B. Engineering
MAHAGAON,
SITECHINCHEWADI, TAL GADHINGLAJ
Note: Add rows as required.
7. Details of all the programs being offered by the institution under consideration:
SR No.
Name of the
Department
Name of the
Program
Year of
Commencement
Intake
Capacity
Increase
in intake,
if any
Year of
increase
AICTE
Approval
Accreditation
Status*
1. Computer
Engineering Computer
Engineering 2008 60 - - Yes
Applying first time
2. Electronics and
Telecommunication
Engineering
Electronics and
Telecommunication
Engineering
2008 60 - - Yes Eligible but not
applied
3. Mechanical
Engineering
Mechanical
Engineering 2009 120 Yes 2010 Yes
Applying first
time
4. Electrical
Engineering
Electrical
Engineering 2010 60 - - Yes
Applying first
time
5. Civil
Engineering
Civil
Engineering 2012 60 - - Yes
Applying first
time
Note: Add rows as required.
* Write appropriate option from the list:
Applying first time
Granted accreditation for two/three years for the period(specify period)
Grantedaccreditationfor5/6yearsfortheperiod(specify period)
5
Not accredited (specify visit dates, year)
Withdrawn (specify visit dates, year)
Not eligible for accreditation
Eligible but not applied
7a. Accreditation History
SR
No.
Name of the
Department
Name of the
Program
Year of 1st
Accreditation
(if applicable)
Year of 2nd
Accreditation
(if applicable)
Year of 3rd
Accreditation
(if applicable)
1. NA NA NA NA NA
N. NA NA NA NA NA
7b. Programs to be considered for Accreditation vide this application:
S. No. Program Name
1. Computer Engineering
2. Mechanical Engineering
3. Electrical Engineering
4. Civil Engineering
8. Total number of Employees:
A. Regular*Faculty and Staff:
Items
2018-19 2017-18 2016-17 2015-16
Min Max Min Max Min Max Min Max
Faculty in Engineering&
Technology
M 33 36 37 35
F 8 9 11 13
Faculty in Sciences
&Humanities
M 2 3 2 1
F 4 3 6 6
Non-teaching staff
M 56 56 59 54
F 2 1 2 1
Note: Minimum 75% should be Regular/Full Time faculty and the remaining shall be Contractual
Faculty as per AICTE norms and standards.
The contractual faculty (doing away with the terminology of visiting/adjunct faculty,
whatsoever) who have taught for 2 consecutive semesters in the corresponding academic year
on full time basis shall be considered for the purpose of calculation in the Student Faculty Ratio.
CAY – Current Academic Year
CAYm1 - Current Academic Year minus1= Current Assessment Year
CAYm2 - Current Academic Year minus2=Current Assessment Year minus 1 CAYm3 - Current Academic Year minus3=Current Assessment
Year minus 2
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Note: In case Institution is running AICTE approved courses in Second shift, separate tables with the relevant heading shall be prepared.
B. Contractual Staff (Not covered in Table9.A):
Items
2018-19 2017-18 2016-17 2015-16
Min Max Min Max Min Max Min Max
Faculty in Engineering &
Technology
M 4 0 0 0 0 0 0 0
F 0 0 0 0 0 0 0 0
Faculty in Science &
Humanities
M 0 0 0 0 0 0 0 0
F 0 0 0 0 0 0 0 0
Non-teaching staff M
0 0 0 0 0 0 0 0
F 0 0 0 0 0 0 0 0
9. Total number of students:
Items 2018-19 2017-18 2016-17 2015-16
Total no. of boys 735 733 695 777
Total no. of girls 241 227 199 200
Total no. of students 976 960 894 977
Note: In case Institution is running AICTE approved courses in Second shift, separate tables with
the relevant heading shall be prepared.
10. Contact Information of the Head of the Institution and NBA coordinator:
i. Head of the Institution:
Name: Dr. Sanjay H. Dabhole
Designation: Principal
Mobile No: 9767199299
Email id:[email protected]
ii. NBA coordinator ,if designated:
Name: Mr. Vikas K. Salunkhe
Designation: HOD
Mobile No: 8888868417
Email id: [email protected]
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CRITERION 1
Vision, Mission and Program Educational Objectives 50
1.1. State the Vision and Mission of the Department &Institution (05)
(Vision statement typically indicates aspirations and Mission statement states the broad
approach to achieve aspirations)
(Here Institute Vision and Mission statements have been asked to ensure consistency with the
department Vision and Mission statements; the assessment of the Institute Vision and Mission
will be done in the Criterion9)
Institute
Vision:
To mold the students into capable engineers with aptitude for research and leadership to
contribute effectively in contemporary technology development at global level with focus on
rural community.
Mission:
1. Inculcating best engineering skills, professional ethics and practices.
2. Providing strong foundations by adopting effective teaching learning methods.
3. To inculcate best laboratory skills by promoting in house development activities.
4. Developing leadership qualities, effective soft skills, critical thinking and attitude of
lifelong learning by organizing student centric activities.
Department
Vision:
Produce best quality professionals by imparting hands on experience and value based education
to meet the aspirations of Construction Industry.
Mission:
1. Provide sound technical foundation in Civil Engineering through comprehensive
curriculum with rich skills set and practical experience.
2. To provide Strong communication skills to function effectively as a part of team and
enable the students to sense societal and ethical responsibilities in all professional fields.
3. To enable students to become valuable and creative contributors to continue their
education to grow professionally along with the spirit of moral values.
1.2. State the Program Educational Objectives (PEOs)(05)
(State the Program Educational Objectives (3 to 5 statements/objectives) of the program
seeking accreditation)
PEO’s (Program Educational Objectives)
1. Breadth of knowledge:
Produce civil engineers with ability to apply the knowledge, supervisory skills to develop solutions for real life construction problems.
2. Professionalism:
Produce professionals with ethical attitude, effective communication skills and multidisciplinary approach to cope up with employers and societal demands.
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3. Analytical reasoning:
Inculcate analytical reasoning and critical thinking through effective teaching learning and hands on
training to develop innovative spirit and entrepreneurial attitude.
4. Lifelong learning:
Motivating students to develop an ability to pursue higher studies research relevant to their discipline
for career growth and create enthusiasm for lifelong learning.
1.3. Indicate where and how the Vision, Mission and PEOs are published and
disseminated among stakeholders (10)
(Describe where (websites, curricula, posters etc.) the Vision, Mission and PEOs are published
and detail the process which ensures awareness among internal and external stakeholders with
effective process implementation)
(Internal Stakeholders may include Management, Governing Board Members, Faculty,
Support Staff, Students etc. and External Stakeholders may include Employers Industry,
Alumni, Funding Agencies, etc.)
Published in Institution Website
Web Link: www://sgmrh.com/Deparments
• Posted Location: Poster in main foyer of Department. They are also
prominently displayed on the departmental notice boards.
• Published in College and department Newsletter, Academic Calendar, PPT of
subjects etc.
• Apart from this, Mission and Vision are disseminated to all the stakeholders
of the program through faculty meetings, parent meetings, Alumni meets
and also through electronic media.
1.4. State the process for defining the Vision and Mission of the Department, and PEOs
of the program (15)
(Articulate the process involved in defining the Vision and Mission of the department and
PEOs of the program)
The department established the Vision and Mission through a consultative process involving the stakeholders, faculty of the department and Institutional Advisory Board as shown in Figure1. 1 below. In
establishing the Vision and Mission of the department, the indicated steps were followed:
9
Figure1.1. Process defining Department Vision & Mission
Review Review
Parents Parents
Institute
vision and
Mission
Institute
vision and
Mission
Define department
Vision and Mission
Define department
Vision and Mission
Institute
Advisory Board
Institute
Advisory Board
Publish department
Vision and Mission
Publish department
Vision and Mission
Faculty Faculty
Departmental
Advisory
board
Departmental
Advisory
board
Alumni Alumni
Employer Employer
Satisfactory? Y/N
Satisfactory? Y/N
Review Review
NO NO
Yes Yes
10
1.5. Establish consistency of PEOs with Mission of the Department (15)
(Generate a “Mission of the Department – PEOs matrix” with justification/
rationale of the mapping)
M1, M2...Mn is distinct elements of Mission statement. Enter correlation levels 1, 2
or 3as defined below: 1: Slight (Low) 2: Moderate (Medium) 3: Substantial
(High)
If there is no correlation, put “-”
Note: In this document wherever the term „Process‟ has been used its meaning is
process formulation, notification and effective implementation.
Justification 1. Good academics and opportunity to engage in team work.
2. Ample opportunities to participate in quiz, paper, project, conferences to encourage
student to become active members of professional discipline bodies.
3. Students are encouraged to select the topic that has relevance to future innovative
activities for their final year project and seminars.
4. Social service activities included in the teaching learning process to inculcate good work
culture, social and technical commitment in the student.
PEO Statements M1 M2 M3
PEO1:Breadth of knowledge: H M M
PEO2: Professionalism H H H
PEO3: Analytical reasoning H M H
PEO4: Lifelong learning M H H
Table 1.5.1 PEOs with Mission
P-Partially Satisfied M-Moderate Satisfied F-Fully Satisfied
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CRITERION
2 Program Curriculum and Teaching –Learning Processes 200
2.1. Program Curriculum (40)
2.1.1. State the process used to identify extent of compliance of the curriculum for
attaining the Program Outcomes (POs) and Program Specific Outcomes (PSOs) as
mentioned in Annexure I. Also mention the identified curricula gaps, if any(25)
A. Process used to identify extent of compliance of curriculum for attaining Pos & PSOs(15)
B. List the curricular gaps for the attainment of Pos & PSOs(10)
2.1.1 A
In this curriculum we are consider 10 POs for each program and around and 3 to 6 Cos in each course which sums
up to about 150 COs in each program.
For better Attainment of Cos outcomes for practical‟s and theory units are derived as subset of COs these are utilized for compilation of content for the particular course. Further, course map is developed with the details of co-relation
among competencies, COs, Practical/ unit outcomes and curriculum contents.
The concept of micro project is introduce to reinforce the attainment of COs. Completion of this micro project would
12
ensure integration of practical and unit outcomes and sample rubrics are provided for assessment of micro project .
More over many abilities required by industry such as ability to plan, take decision, work persistently, work in teams
as a leader and as a member, arrange resources, communicate effectively, find alternative solutions, identify, access and use required knowledge to solve the problem etc. can be achieved by engaging student in micro projects and
understanding the philosophy of industrial culture via 6 weeks internship
On the completion of diploma programs each student would have a set of around 30 micro projects complied in form of a portfolio, which he/she present to the employer at the time of interview
2.1.1. B)
Program curriculum grouping based on different components
We are categories whole courses into Five components which is directly Mapped with the competencies of the
students to satisfies Graduate attributes as follows
Sr
no
Course
Component Courses
Curriculum Content(%
of total
number of credits of
the program
Total
number of
contact
hours
Total
number
of credits
POs PSOs
1 Mathematical logic
BMS, AMS,AME 8.00 16 16 a,b,d,e,j
---
2 Science BSC,ASM, 8.00 16 16 a,b,c
,d,j
---
3 Core Subjects HEN,CAA,DRS,SWM,EAC,IEN,PHE,CTE,DSS,HRY,TOS,RBE,GTE,BPD,ASU,HEN,MOS,
BCO,CTE,CAD,BSU,CEW,CMA,
63.50 127 127
a,b,c,d,e,f
,g,j
PSO1,PSO2
4 Professional
core
PPT,EDE,BCC,ENG 6.00 12 12 b,e,g
,I,j
PSO2
5 Inter
Disciplinary Courses
MAN,PRO,EST,WPM,BSC,ICT,EGM 14.50 29 29 b,c,d
,e,f,g,h,I,j
PSO1,
PSO2
Total 200 200
Table 2.1. Grouping of Curriculum
Gap 01- We observe that our students have lack of practical knowledge about design of steel and
reinforcement.
Steps-/Action Taken-
1. So we have overcome that gap we arranged 02 site visits per semester with our MOU signed constructions farm.
Gap 02-During placement drive we can identify the gap in our students. Such gaps are reduced by the required
training through bridge courses by implementing it in the placement calendar.
One such gap was identified was lack of communication skills and student fear of facing the interview.
Steps-/Action Taken-
1. Extra English and aptitude classes are included in the time table slot through STEP activity. Other arrangement included
use of language lab, Group discussion and MOCK debate.
2. To know about latest trends in the fields of our students they are encouraged to select the topic for seminar .Also we
arrange expert lecture.
3. Additional training on modern tools is given to the students to make them competent among peer groups.
Gap 03-Certain gaps like project, seminar report writing which is not taught in curriculum but these is
essential for students.
Action Taken-These are covered by conducting extra sessions in the regular Class and by inviting Guest lectures.
Gap 04- Lack of knowledge in core areas of Civil Engineering.
Action Taken- This curriculum gap is overcome by taking content topics beyond syllabus along with review of Core subjects
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and by providing industrial guest lecture on Civil Engineering subjects
Gap 05-Personality development and Team work.
Action Taken-Though some aspects of personality development are covered in subjects such as Professional practices,
Behavioral sciences, other essential skills such as interview techniques, importance of team work etc. are covered by
inviting experts in respective fields.
1. Induction program is conducted for new admitted students to aware about Campus culture and Mechanical
profession first year student.
2. Micro projects helps students to develop all hands on skills which are used in industries
Gap 06- Industry Environment and Industry Internship.
Action Taken-These gaps are covered by arranging industrial visits and promoting students for in plant training. Students
and staff mobility among institute and connected industries through MOU‟s.
2.1.2 Contents beyond Syllabus (20)
(Provide details of the additional course/learning material/content/laboratory experiments/projects etc., arising
from the gaps identified in 2.1.1. the delivery details and relevance to POs and PSOs for each of the assessment
year in the format given below)
A. Steps taken to get identified gaps included in the curriculum (e.g. .letters to Board) (2)
B. Delivery details of content beyond syllabus (10)
C. Mapping of content beyond syllabus with the Pos & PSOs(3)
Feedbacks are taken from students, parents, industry experts, faculties and the gaps are identified during
the delivery of contents.
Latest trends and technical tools are introduced by conducting visits, expert lectures and Practical set up.
CAY 2018-19
Sr.No. Gap Action taken Date-Month-
Year
Resource Person with designation
Mode No. of student
s
present
Relevance to
POs &
PSOs
1 Gap 01, 04 One day
workshop organized on
Modern
Software‟s in Civil Engg.
23/01/201
9
Mr. Dhaval Bagavade
Worksho
p
132 PO-a,c,d,j.
PSO-1
2 Gap 01, 04 One day training
Program
26/02/2019
Mr.KiranDhamanavar Workshop
52 PO-a,c,d,j. PSO-2
3 Gap 01, 04 Three day
workshop
28-12-
2017 to 30-
12-2017
Mr.BrijeshTalewadekar Worksho
p
50 PO-
b,d,f,g,h,i,j
PSO-1,2
4
Gap 01, 04
One day
workshop
Total Station
07/03/201
9
Mr. Veer Patil Worksho
p
69 PO-a,c,d,j.
PSO-1,2
5 Gap 06 Industrial Visit
to Inchalkaranji
WTP
10/06/201
8
Mr.Kavilakar R.R.
Industrial
Visit
80 PO-
a,c,d,e,f,g,h,j
PSO-1,2
6 Gap 06 Industrial Visit
to Inchalkaranji
STP
10/06/201
8
Mr.Kavilakar R.R. Industrial
Visit
80 PO-
a,c,d,e,f,g,h,j.
PSO-1,2
14
7 Gap 06 Industrial Visit
to 1.Omkar
Builders and
Developers 2.Kirnoday
Residency
18/01/201
9
Mr.Khot M.D.
Industrial
Visit
69 PO-
a,c,d,e,f,g,h,j.
PSO-1,2
8 Gap 06 Visit to Patil
Residential Building
09/03/201
9
Mr. B.K.Jangli
Industrial
Visit
80 PO-
a,c,d,e,f,g,h,j.
PSO-1,2
9 Gap 01 to 06 In plant
training (6
weeks)
15/05/201
9 to
25/06/2019
Company Supervisor Onsite
training
52 PO-a,c,
d,e,f,g,h,j.
PSO-1,2
Table 2.2 Contents beyond Syllabus AY 2018-19
AY 2017-18
Sr.No. Gap Action taken Date-
Month-
Year
Resource Person
with designation
Mode No. of
student
s
present
Relevance
to
POs & PSOs
1 Gap 06 Industrial Visit to Desai Residential
Construction Site
29/07/2017 Mr.DesaiAkshay P. Industrial Visit
57 PO-a,c,d,e,f,g,h,
j.
PSO-1,2
2 Gap 06 Industrial Visit to
Railway station, Docks And Harbor
Sawantwadi &
Vengurla
21/02/2018 Mr.Mali N.R. Industrial
Visit
69 PO-
a,c,d,e,f,g,h,j. PSO-1,2
3 Gap 06 Industrial Visit to
Inchalkaranji WTP
10/06/2018
Mr.SheetalAmbi
Industrial
Visit
69 PO-
a,c,d,e,f,g,h,
j. PSO-1,2
4 Gap 06 Industrial Visit to Inchalkaranji STP
10/06/2018
Mr. Prashant Patil
Industrial Visit
69 PO-a,c,d,e,f,g,h,
j. PSO-1,2
5 Gap 06 Industrial Visit to RMC
plant Kadgaon
22.09.2017 Mr.ShahjiV.Patil Industrial
Visit
69 PO-
a,c,d,e,f,g,h,
j. PSO-1,2
6 Gap 05 Expert Lecture
organized on
Skill Development
02.09.2017 Mr.VijayPatil.Mumbai. Expert
Lecture
79 PO-
b,e,f,g,h,I,j
PSO-1,2
7 Gap 05 Expert Lecture
organized on Skill Development
20.08.2017 Mr.Brijesh Kumar Expert
Lecture
79 PO-
b,e,f,g,h,I,j PSO-1,2
8 Gap 01 to 06
In plant training (4 weeks)
Summer Break
Company Supervisor Onsite training
47 PO-a,c,d,e,f,g,h,
j. PSO-1,2
Table 2.3 Contents beyond Syllabus AY 2017-18
15
AY 2016-17
Sr.No. Gap Action taken Date-
Month-
Year
Resource
Person with
designation
Mode No. of
student
s present
Relevance
to
POs & PSOs
1 Gap 06 Industrial Visit to Railway station, Docks And Harbor
Sawantwadi & Vengurla
26.02.2017 Mr.Dewarde A.A.
Industrial Visit
73 PO-a,c,d,e,f,g,h,
j. PSO-1,2
2 Gap 06 Industrial Visit to Stone
Crusher plant and HOT mix plant.
25.02.2017 Mr.B.B.
Londhe.
Industrial
Visit
73 PO-
a,c,d,e,f,g,h,j.PSO-1,2
3 Gap 06 Residential Construction
Visit
17.02.2017 Mr.Kumbhar
S.S.
Industrial
Visit
41 PO-
a,c,d,e,f,g,h,
j. PSO-1,2
4 Gap 06 Industrial Visit to Midas
Associate LLP. Anand Vihar
site
30.09.2016 Mr.Desai D.D. Industrial
Visit
74 PO-
a,c,d,e,f,g,h,
j. PSO-1,2
5 Gap 06 Visit to Vishwanayak Construction Gadhinglaj
23.07.2016 Mr.Vinayak Chougule.
Industrial Visit
73 PO-a,c,d,e,f,g,h,
j.PSO-1,2
6 Gap 04 Expert Lecture organized
on Modern Software‟s in Civil
Engg.
01.03.2017 Mr.Milton
Noreni.
Expert
Lecture
122 PO-a,c,d,j.
PSO-1
7 Gap 05 Expert Lecture organized
on
Confidence building
18.02.2017 Mr.Vijay Patil Expert
Lecture
49 PO-
b,e,f,g,h,I,j
PSO-1,2
8 Gap 05 Expert Lecture organized on
Interview Techniques
13.02.2017 Mr.Amol Achrekar
Expert Lecture
122 PO-b,e,f,g,h,I,j
PSO-1,2
9 Gap 05 Expert Lecture organized
on
Personality
20.08.2016 Prof.N.K.
Norenj.
Expert
Lecture
122
PO-
b,e,f,g,h,I,j
PSO-1,2
10
Gap 04 Expert Lecture organized
on Modern Software‟s in Civil
Engg
22.08.2016 Mr.JavedNadaf. Expert
Lecture
122 PO-a,c,d,j.
PSO-1
11 Gap 01 to
06
In plant training (4 weeks) Summer
Break
Company
Supervisor
Onsite
training
70 PO-
a,c,d,e,f,g,h,j. PSO-1,2
Table 2.4 Contents beyond Syllabus AY 2016-17
CAY 2015-16
Sr.No. Gap Action taken Date-
Month-
Year
Resource Person
with designation
Mode No. of
student
s present
Relevance
to
POs & PSOs
01 Gap 04 Expert Lecture organized on
Modern Software‟s
in Civil Engg
14.08.2015 Mr. Javed Nadaf Guest Lecture
74 PO-b,e,f,g,h,I,j
PSO-1,2
02
Gap 04
Expert Lecture
organized on Modern Software‟s
in Civil Engg
28.12.2015
Mr. Rohan Majagawkar Guest
Lecture
53 PO-
a,c,d,e,f,g,h,j.
PSO-1,2
03 Gap 06 Visit to Tilari Dam 06.02.2016 Mr. Chandrashekhar
Kulkarni
Industrial
Visit
53 PO-a,c,d,j.
PSO-2
16
04 Gap 01 to
06
In plant training (4
weeks)
Summer
Break
Company Supervisor Onsite
training
70 PO-
a,c,d,e,f,g,h,j.
PSO-1,2 Table 2.5 Contents beyond Syllabus AY 2015-16
Note: Please mention in detail whether the Institution has given such inputs and suggestions to the
Affiliating Board regarding curricular gaps and possible addition of new content/add-on
courses in the curriculum, to bridge the gap and to improve/attain certain
POs & PSOs. (Institutions are also allowed to use MOOCs over SWAYAM portal)
2.2 Teaching Learning Process (150)
2.2.1. Describe processes followed to ensure/improve quality of teaching and learning (25)
A. Adherence to Academic Calendar(3)
B. Use of various instructional planning and delivery methods(3)
C. Methodologies to support weak students and encourage bright students(4)
D. Quality of classroom teaching (3)
E. Conduct of experiments(3)
F. Continuous Assessment in the laboratory(3)
G. Student feedback of teaching learning process and action taken (6)
2.2.1 A –
Every academic year, Institute academic calendar has been prepared in tune with MSBTE academic calendar and
unanimously finalized. Moreover, this calendar is wide published among students and faculties to inform and
enhance the academic and administrative procedure in the institute. This calendar is further increase the overall
efficiency of the system and enhances student centric approach of the institute.
Various Academic, Co-curricular and extracurricular activities are listed with specific dates or a time span which is
important from student point of view and all Heads should insure that the activity as defined in academic calendar
gets completed within the specified times.
2.2.1 B-
Establish ICIU in the institute and identify the faculty for the same.
Prepare the teaching and learning implementation plan for the institute as a whole. Schedule of activities under
the plan should be communicated to all the departments and also to the students' wherever applicable.
Each department should prepare session plan of teaching and learning implementation.
Each teacher has to develop his/her instructional plan (Theory D1 and Practical D2) for lectures, practical and
allied activities related to teaching.
Department has to maintain the record in the prescribed Performa to facilitate the internal and external
monitoring.
The students' attendance shall be maintained as per the Government Resolution and informed to parents from
time to time.
The performance of the students shall be displayed on the notice board after each progressive evaluation.
The teacher should make use of advanced teaching methods such as CD‟s, online tools, Spoken Tutorial Project,
IIT Bombay, NPTEL Video Lectures, You tube Lectures, self-developed power point presentations, Flash
presentations, readymade presentation Internet etc. Preferably avoid dictation of notes. However circulation of
printed notes will be appreciated.
The student centric focus in implementation should shift from Teaching to Learning.
Teachers maintain record in faculty diaries.
For each course two progressive assessment tests of 20 marks each shall be conducted as per teaching examination
scheme and calendar 10 marks are for micro project assessment.
The question paper shall contain at least 40% application level questions to ensure learning outcomes by the
student.
17
The model answer for progressive test must be displayed on the notice board on the next day of the test. Marks
obtained by the student in each test shall be displayed within 10 days on the departmental notice board answer
books of progressive assessment tests shall be shown to the students for feedback and suggestive improvements in
the class.
The answer books of progressive assessment test shall be preserved by the respective faculty till the declaration of
ESE (End Semester Exam) result of that course. Every faculty must carry out and exercise of attainment of CO‟s and
PO‟s of respective course in progressive assessment tests.
The Micro project for 10 marks shall be assessed as per evolution rubrics and teacher evolution sheet.
The Performa D5 shall be used for compilation of the evolution data of progressive assessment of theory for
maximum 30 marks of each course.
Each experiment / Assignment / sheet/ Job/ Project shall be assessed continuously and the marks of continues
assessment shall be convert in to final marks as per Performa D3 by the course teacher.
The ESE assessment of practical work is done either by internal examiner or external examiner as per teaching
learning scheme of MSBTE. Profoma D4 shall be used for ESE (End Semester Exam) of Practical work.
Delivering methods includes classroom teaching, Tutorials, Using audio-visuals, demonstrating during practical
sessions, online learning tools, hands on micro projects & mega project, industrial visits and in-plant training.
2.2.1 C-
After observation of recent result analysis we have found that mostly students got less marks in mathematical and
design subject. Hence we decided that conducting the extra lecture with respective subject.
During the extra lecture we have found that to check the performance of students hence we have decide to arrange
extra test slot in our time table.
Identify high potential and other students with respect to their academic performance and willingness towards
higher education or placement.
Every faculty should work as mentor for 15-20 students and counsel them throughout the academic year.
Depending upon the competencies of high potential students they are insisted to join student club to enhance their
skills.
Institute is providing remedial teaching for weaker students during zero hour slot after declaration of result.
Institute is enrolling drop out students to skill development courses under MSSDS to related stream which will
retain them in his domain.
2.2.1 D-
Every department has one smart classroom.
One Projector provide for classroom.
In order to develop the teaching and Learning on sound principles of education the faculty is trained in the following areas-
- Advanced construction techniques
GIS GPS and Total Station
Theories of knowledge, Principles of education Technology.
Content Detailing of subject
Development of Teachers Guide & Sample Question Paper
Effective implementation of Teaching and Learning
NBA Process
18
To produce effective classroom teaching, we are practicing following phases: analysis, design, development,
implementation, and evaluation.
In the analysis phase, the learner, context, and teaching materials are analyzed to identify the characteristics of
the student (e.g., existing knowledge, previous experience, interests, and attitudes) and determine teaching goals
and the learning context/environment.
In the design phase, the learning objectives are identified to outline content and teaching strategies. The latter
consists of pre teaching activities, content presentation, and student participation. During the design phase, the
delivery methods, types of learning activities, and different types of media are selected.
The development phase includes creating the teaching contents, a prototype, assessment norms and tools.
The implementation phase is the actual delivery of teaching materials to support students' learning objectives.
Course teacher shall use the self-feedback from the concern proforma for improving instructional teaching method
and self-development.
The evaluation phase includes MSBTE assessment norms and end semester examination.
2.2.1 E-
Standard write up of practical is audited by subject experts.
Standard lab manual are provided by MSBTE.
While designing the curriculum the objectives are identified. To achieve these objectives students have to develop
certain intellectual and motor skills. These skills are developed through well designed Practical. So in the
curriculum the list of the skills to be developed through Practical is given. The list of Practical is so developed that
after performing the practical identified skills will be developed. Here it is necessary that the teacher gives enough
opportunity to all the students to perform the practical properly to develop the skills in each one of them.
The skills are developed if the students actually perform certain activities or tasks. Therefore it is necessary that
any practical included in the curriculum necessarily involve some activities to be done by the students. So one has
to think and innovate to modify the study experiments so that students will be asked to perform some activity. It
could be in terms of identifying components, listing of materials used for manufacturing the components, stating
importance of use of certain materials etc. So any curriculum of a subject is so designed that it achieves the
objectives of that subject as well as fulfill the objectives of the entire curriculum.
2.2.1 F-
Continuous assessment for Laboratory / Assignments / Sheets / jobs / Project activity.
1. Candidate is assessed continuously for his sincerity, punctuality, and discipline along with the understanding of facts,
principles, theories and application.
2. Term Work and presentation for each practical made by candidates is assessed on following parameters.
C: Cognitive – Content Knowledge, Understanding, Retention parameters of the experiment etc. Weight age 4 marks, 2-3
related questions to be asked.
P: Psychomotor Skills – To draw, to fit, to perform etc. Weightage 4 marks. Observe hands on skills performance & ask
questions.
A: Affective Domain – Such as punctuality, Timely submissions, Neatness etc, Weightage 2 marks.
19
1. Each practical is assessed for maximum of 10 marks
4. Total marks of practical work are calculated at the end of the term and converted to a base as per teaching
Examination Scheme.
5. Marks obtained (out of 30) by candidate in skill tests for G scheme are added in the marks given by the external
examiner (out of 70).
6. Marks obtained by candidate after assessment of each practical work and skill test are shown to candidate for
improvement in subsequent practical.
7. Term work marks are not kept confidential. Marks obtained by candidate in term work after continuous assessments
are displayed on notice board and true marks are sent to MSBTE.
2.2.1 G-
The MSBTE CIAAN norm has set a bench mark in the feedback form like Excellent, Very Good, Good, Satisfactory and
Poor.
The department collects the feedback of individual faculty members once in a semester through the office of the
principal, Academic coordinator. The feedback is collected one month before completion of the Semester.
After merging all the related feedback, staff appraisal, individual teacher performance analysis for required
corrective measures and identify quality teacher. The data collected from the feedback is thoroughly analyzed by the
principal, Academic Coordinator/heads and is kept for discussion in front of the management.
After thorough scrutinisation and discussion, the Academic Coordinator advises the HODs of the concerned Department
to take remedial measures for the faculty members who have achieved the benchmark below satisfactory for further
improvement.
The concerned faculty members are advised to undergo Faculty Development Program. Looking at the score (obtained
from feedback) – knowing (and to know) the reasons for low score.
= Counseling is done.
= Senior faculty/Head attends the class of the concerned teacher and the mode of improvement in
teaching is suggested.
= Induction programs are conducted for the new staff.
= Continuing education program for the experienced.
= Those teachers who have not obtained good appraisals have a detailed discussion with the HOD on how
to improve the teaching. Both study the metrics where the teacher has failed to impress the students and
steps charted out, for improvement.
= If the subject is new, concerned teachers are deputed for training.
= Orientation program is conducted regularly for all teachers who are new to the profession.
= Level of feedback is taken into account while evaluating the staff for promotion.
Basis of reward / corrective measures, if any
The parameters of faculty feedback are determined as per STUDENT FEEDBACK FORM: (D-14) of the CIAAN norms
of MSBTE, Mumbai and are revised as per need.
After thorough scrutinisation and discussion, the principal advises the HODs of the concerned Department to take
remedial measures for the faculty members who have achieved the benchmark below satisfactory for further
improvement. The concerned faculty members are advised to undergo Faculty Development Program.
The SGMRP has no such provision of reward is extended but they are preferred for national and inter-national
conferences and sponsored trainings. However, there is a provision for best teacher award.
If the appraisal is exceptionally good, due Weightage is given to it, by way of relaxation of one year of service, for
promotions.
Rs 2000 per month additional pay to award to teachers who score high in the feedback and received best teacher
award.
20
The sample feedback format is furnished below.
D14
For AICTE Diploma Courses
wef-2017-18
Maharashtra State Board of Technical Education
STUDENT FEEDBACK
(Head of department shall take the feedback at the end of second class test)
Academic Year: Program:
Semester: Date:
Sr No Name of Course(TH/PR)
Name of faculty
Each parameter to be Assessed on the scale of 1 to 5(1-Lowest & 5-Highest)
Punctuality& Discipline
Domain Knowledge
Presentation Skill &
Interaction
with Student
Ability to
resolve Difficulties
Effective
use of
teaching Aid
Total
(Max 25)
(Name & Signature of HOD)
21
2.2.2. Initiatives to improve the quality of semester tests and assignments (15)
Initiatives to improve the quality of semester tests and assignments in terms of the following:
A. Process for Internal semester question paper setting and evaluation and effective process
implementation(5)
Initiatives to improve the quality of semester tests and assignments
Sr. No
Parameter Initiative Taken Skills Developed
1 Board Exam Chapter wise question
bank
Previous years Question paper solving
Sample Question
Paper Solving
Preparation of exam
becomes easy
Repeated questions can be easily attempted.
2 Class Test
Structured questions are
asked
Questions contain
verbs such as distinguish, explain,
describe
Recall factual
knowledge
Organize the knowledge
Present the knowledge in logical sequence.
Enhance the ability to
analyze two different situations.
Make the students
understand the similarity between 2
systems.
3 Practical Sessions
Questions based on
experiments in the
manual
MCQs provide immediate result.
Improves cognitive
ability
Provides reliable
measurement of scores Provides to the
students a technique
for self-evaluation.
4 Assignments
Chapter wise
assignments given
Improves the
understanding of concepts
Helps in preparation of
exams
Table 2.6 Initiatives to improve the quality of semester tests and assignments
2.2.2 A-Norms for Class Test: (Sessional Work)
1) Sessional marks to be communicated to MSBTE as per teaching Examination scheme.
2) For each subject two class tests are conducted as per teaching examination scheme and MSBTE schedule.
3) Improvement class tests are conducted for candidates who are getting below average sessional
4) No extra class tests are conducted for candidates remaining absent on account of any reason.
22
5) Class test of one hour for three hours duration term end examination paper and one and quarter hour for four
hours duration term end examination paper and test question paper as per MSBTE pattern.
6) Subject teacher has a liberty to decide the nature of question paper for class test but question paper contain at
least 40% application level questions to assure level of learning attained by the student / or it should be as per
MSBTE specimen class test paper.
7) Marks obtained by candidate in each test are displayed within 10 days on notice board.
8) Answer books of class tests are shown to students for feedback so as to make improvement.
9) The Answer books of Class Tests are preserved till the declaration of two consecutive examination results and
shall
be produced before EAMC.
10) After conducting the class test we arrange parents meeting regarding to improve their performance.
2.2.2. B, C
Test coordinator moderates the question paper w.r.t. Course outcomes, POs, MSBTE sample question paper
and difficulty level of individual question paper.
2.2.3. Quality of Experiments (15)
A. Experimental methodologies(05)
B. Innovative experiments including industry attached practices, virtual labs(05)
C. Relevance to outcomes(05)
Standard write up of practical is audited by subject experts.
Standard lab manual are provided by MSBTE.
2.2.3 A-
1. Learning Overview: To develop better understanding of importance of the subject. To know related skills to be
developed such as intellectual skills and motor skills.
2. Learning Structure: In this, topics and sub topics are organized in systematic way so that ultimate purpose of
learning the subject is achieved. This is arranged in the form of fact, concept, principle, procedure, application and
problem.
3. Know Your Laboratory Work: Understand the layout of laboratory, specifications of Equipment
/Instruments/Software, Procedure, working in groups, planning time etc.
4. Teacher shall ensure that required equipment are in working condition and explain prior concepts to the students
before starting of each experiment to involve students actively at the time of conduct of each experiment.
5. The teachers are advised to make the necessary changes, if experimental setup has variation in the specifications
of the equipment.
6. Teacher shall instruct and ensure the students to attempt all questions given at the end of each
experiments/exercise. Teacher shall assess the performance of students continuously as per norms prescribed by
MSBTE.
7. Teacher should ensure and enlist the respective skills expected by the industry are developed in the students after
the completion of the practical exercise.
23
8. Teacher may provide additional knowledge and skills and suggest the students to refer additional related literature
of the technical papers/reference books/seminar procedure etc.
9. Teacher should organize group discussions/brain storming sessions/seminars to facilitate the exchange of
knowledge amongst the students and give more focus on hands-on skills.
10. Teacher should ensure that revised CIAAN-2018 norms are followed simultaneously and progressively.
DOMAINS OF LEARNING:
Learning is a process by which students develop relatively permanent change in mental associations through
experience. This is how learning is defined by cognitive psychologists. Behavioral; psychologists define learning as a
relatively permanent change in behavior.
There are following domains of learning:
A: Cognitive Domain relates to intellectual skills or abilities
B: Affective Domain relates to emotions, feelings, likes, dislikes etc.
C: Psychomotor Domain relates to manipulative skills of hands, legs. Eye-hand coordination in Engineering & Technology
courses, endeavor is made to design curriculum with a focus on development of cognitive skills through classroom teaching
whereas manipulative (psychomotor) skills are developed in workshops, laboratories & seminars where students work
individually or in a group. Development of affective skills attitudes and value is supposed to be acquired through projects
and co-curricular activities. These are also developed from the work culture or institutions.
How far a student has developed these abilities/skills especially from cognitive and psychomotor domains is assessed on
the basis of suitable examinations. When classroom and laboratory teaching is viewed in this light, evaluation becomes an
integral part of teaching –learning process.
DESIRED SKILLS
A) Intellectual skills.
Sr no Name of skills Relevance
of POs
Relevance of
PSOs
1 Identify the components of building.
PO (a,c,d,h,j) PSOs(1,2)
2 Select materials for components of
building.
PO (a,b,c,d,h,j) PSOs(1,2)
3
Select appropriate of construction
process for various building components.
PO
(a,b,c,d,h,j) PSOs(1,2)
4 Identify various methods of checking for quality in building components.
PO (a,b,c,d,h,j)
PSOs(1,2)
Table 2.7 Sample of experiments with intellectual skills
B) Motor Skills.
Sr No Name of skills Relevance
of POs
Relevance of
PSOs
1 Supervise and check quality of
construction.
PO
(a,b,d,f,g,h,j) PSOs(1,2)
2 Use of instruments to ascertain the
quality of construction
PO
(a,c,d,e,h,j) PSOs(1,2)
3 Exercise accuracy in the
measurement.
PO (a,c,h,j) PSOs(1,2)
Table 2.8 Sample of experiments with intellectual skills
24
Mapping of Experiment with COs
Sample Mapping of Experiment with Cos
Course code: CE5G Subject: CTE
Semester-FIFTH Subject Code-17504
Sr.
No
Name of Experiment/ Assignment/Sheet/Job/Project
Activity
Cognitive
(4) psychomotor(4) Affective(2) Mapping of Cos
1
Determine fineness of cement
preferably by Blaine‟s air permeability apparatus Or by
Sieving.
H H H CO301.21 CO301.19
2
Determine standard consistency,
initial and final setting times of
OPC
H H H CO301.21 CO301.19
3
Determine compressive strength of
ordinary Portland cement.
H H H CO301.19
CO301.20 CO301.21
4
Determine silt content in sand by
volume and bulking of sand H H H CO301.19 CO301.20
4
Determine bulk density and water absorption of fine and coarse
aggregates..
H M M CO301.19 CO301.20
5
Determine Fineness modulus of
fine and coarse aggregate by sieve
analysis.
H M M CO301.20
6 Determine aggregate impact value. H H H CO301.19 CO301.20
7
Determine aggregate abrasion
value. H H H CO301.19 CO301.20
8
Determination of workability of
concrete of concrete by slump cone & compaction factor test
H M M CO301.20
9
Mini Project:
Determination of design mix
proportion by mass for M 20 grade
of concrete using I.S. Method
H H H CO301.21 CO301.19
Table 2.9 Mapping of Cos with experiment
2.2.3 C-Innovative experiment
AY Activity/Experiment Industry/Resource
Person
Relevance to PO,PSOs
CAY Hands on Bridge Making Robokart pvt. Ltd.
Mumbai
a,b,c,d,j
POS2
CAYm1 Tall Building Robokart pvt. Ltd. Mumbai
a,b,c,d,j ,PSO2
CAYm2 Hands on Model Making Robokart pvt. Ltd. Mumbai
a,b,c,d,j POS2
Table 2.10 Innovative experiment
2.2.4. Quality of Students Projects and Report Writing (35)
A. Identification of projects and allocation methodology (3)
B. Types and relevance of the projects and their contribution towards attainment of Pos and PSOs (5)
C. Process for monitoring and evaluation (5)
D. Process to assess individual and team performance (5)
E. Quality of deliverable ,working prototypes (12)
25
F. Papers published/Awards/Recognition received by projects at State/National level (5)
G. Students‟ project identification & Allocation is based on following parameters
Students have to carry out a project at mini level (second year) where they chose their area of interest. Mini project
mainly aims at familiarizing students with literature review and introduction to apply their class room knowledge to
research. Main level projects (Final year) aims at exposing students to real world scenarios of the theory they have studied
problems with their technical knowledge. The development of students from mini in class in their area of interest also aims
at training them to find solutions to real world to main project has been found to be very effective in their growth as
engineers.
1. INDRODUCTION & BACKGROUND
1.1 Project Preface
1.2 Detailed Problem Definition
1.3 Modules of Project
2. ANALYSIS
3. DESIGN
5. RELATIVE THEORY
6. IMPLEMENTATION
8. FEATURES
9. LIMITATIONS
10. CONCLUSION
11. REFERENCES
Students‟ project identification & Allocations based on following parameters
I. Type of model, (c,d)
II. Choice of technology (a),
III. Best use of available resources and materials, (d,e,f)
IV. Functionality, (a,b,c,d)
V. User friendliness, (a,b,c)
VI. Aesthetic and completeness of project, (a,b,c)
VII. Ingenuity and innovativeness of project (a,b,c)
VIII. Social impact of project. (f,g)
Project evaluation is based on direct tool and evaluation conducted among the students towards end of semester
using Proforma D5 and continuous assessment and Continuous progress report is monitored and updated by project
guide. For more, Project Evaluation based on rubrics is carried out by project guide & maintained by Project coordinator.
Sample of Rubrics shown below…
Details of Awards and rewards received by students in Publications and project competition.
Sr No
Type of event
Participation/Winner Level No. of Students Relevance to PO and
PSO
01 Paper
Presentation Participation/Winner National Level 20 b,d,e,h,i,j,PSO1,PSO2
02 Project
Competition Participation/Winner National Level 16 b,d,e,h,i,j,PSO1,PSO2
03
Model
Making
Competition
Participation/Winner National Level 80 b,d,e,h,i,j,PSO1,PSO2
04 Survey -
War Participation/Winner National Level 10 b,d,e,h,i,j,PSO1,PSO2
Table 2.11 Participation in Paper/Project Competition
26
2.2.5 Industry interaction and Community Services(30)
A. Industry supported Labs(02)
B. Delivery of appropriate Course work by Industry experts(05)
C. Industrial visits /tours for students(03)
D. Industrial training /internship
(5)(Markstobegivenproportionatelyi.e.100%studentattended=05Marks;
90%studentsattended=04,Marksandsoon…)
E. Post training /internship Assessment (10)
F. Contribution to Community related projects/activities(05)
2.2.5 A-
Industry Interactions
SGMRP and Civil Engineering Department has signed MOU with different agencies for mutual benefits and exchange of
facilities and resources. In this age of heightened competition, it is imperative for any technical institute to get abreast
with latest know how of an industry. SGMRP has taken the initiative to develop the technical & professional skills of its
students. This is an attempt to bridge the gap between industry and academia which is the need of hour. Whereas it is the
statutory object of the SGMRP to disseminate and advance knowledge by providing instructional, research and extension
facilities in such branches of earning as it may deem fit and it shall endeavor to provide students and teachers the
necessary atmosphere and facilities for the promotion of:
I. Innovations in industry and education leading to restructuring of Vocational short term courses, new methods
of teaching & learning aids and integral development of personality.
II. Inter-disciplinary and multi-disciplinary studies and activities.
III. Collaborations in the sharing of academic, data, scientific information, intellectual Property, articles and
publications, modern tools and technologies.
Active participation in hub and spoke industry model of MSBTE for faculty training and student orientation programs.
MSBTE proposes to conduct survey of major initiatives taken by industry to magnetize diploma pass outs for jobs in
industry. In fact diploma education is a termination course and it is expected that the pass outs of Polytechnics should be available to industry for supervisory jobs. The recent trend and statistics indicate that majority of the
diploma pass outs opt for higher education i.e. degree in engineering / technology rather than going for jobs in
industry.
Company must be making certain efforts and taking measures to attract diploma pass outs for jobs at supervisory
level. MSBTE is keen to know the status of such initiatives taken by you in this regard. Your company must also be
conducting activities under Corporate Social Responsibility (CSR) as well.
This formulates certain policies at diploma level technical education in the State so that more number of diploma pass outs opts for jobs in industries rather than opting for higher education.
Vocational short term bridge courses conducted for students through industry experts.
Industry Internship:
As per new curricula of „G‟ scheme of MSBTE emphasizing on latest techniques and practical orientation in their
respective discipline to enhance technical and personal abilities to face the industrial challenges.
Students/ staff training
Active participation in Hub and spoke industry model of MSBTE for faculty training and student orientation programs.
Training plays an important role in any aspects of life, Awareness, Opportunity guidance, career guidance, plays
27
important role in training. Once you make people aware about entrepreneurship they will start thinking that it can be
one of the career choices for them.
Training will start working in his/her mind and there is a possibility of changing his/her mindset.
OBJECTIVES
1) To make them aware about modern tools for technical and entrepreneurship as career choice for professional.
2) To make them aware about business opportunities and core practical aspects.
3) To make them aware about support system.
4) To present them few role models in entrepreneurship for professional.
METHODOLOGY
1) One way lectures.
2) Sharing of experience.
3) Panel discussion
4) Question answers session.
Department have 3no‟s of Industry supported Labs
S no Lab Name Associate agency Outcome Beneficially
1 Survey Lab Sardesai Constructions Total Station 20
2 Concrete Lab Vishwnayak Constructions Shear Strength 15
3 Geotech Lab N.R. Constructions Soil Testing 20
Table 2.12 Industry Supported labs
2.2.5 B-
CAY(18-19)
Sr. No.
Guest lecture Year Industry Expert Mode No. of students
present
Relevance to POs& PSOs
1 Introduction to
Total Station 07/03/2019 Mr. Veer Patil
Guest
Lecture 69
PO- a,c,d,j.
2 Design of
Chimeny 26/02/2019 Mr. Kiran Dhamanavar
Guest
Lecture 52
PO- a,c,d,j.
3
Modern
Software‟s in Civil Engg.
23/01/2019 Mr.Dhaval Bagavade
Guest
Lecture 132 PO- a,c,d,j.
4 Placement Preparation
06/02/2019 Miss.Bhakti Bhadra Guest Lecture
80 PO- a,b,e,g,h,j.
5 Personality
Development 20/08/2018 Mr. Vishwanath M.Patil
Guest
Lecture 132
PO- a,b,e,g,h,j.
Table 2.13 Industry Expert Lecture CAY
CAY(2017-18)
Sr.
No.
Guest lecture Year Industry Expert Mode No. of
students present
Relevance to
POs& PSOs
1 Direct Stress &
Bending Stress 16/02/2018 Mr.Biwaik C.S. Guest
Lecture 59
PO- a,c,d,j.
2 Vastu Shastra 15/02/2018 Mr. S.U. Basrgekar Guest
Lecture 59
PO- a,c,d,j.
28
3 Life Skill 07/02/2018 Miss Hiral Desai Guest
Lecture 79
PO- a,c,d,j.
4 Civil Engg.
Modern Software 03/02/2018 Mr. Ashish Shete Guest
Lecture 79
PO- a,b,e,g,h,j.
5 EAC 28 to
30/12/2017
Mr.Brijesh
Talawadekar Workshop 79
PO- a,b,e,g,h,j.
6 Auto Cad 15/09/2017 Mr. Ashish Shete Guest
Lecture 138
PO- a,b,e,g,h,j.
Table 2.14 Industry Expert Lecture CAYm1
CAY(2016-17)
Sr .No.
Guest lecture Year Industry Expert Mode No. of students
present
Relevance to POs& PSOs
01 Skill Development&
interview techniques
2016-17
Mr. AmolAachrekar
Guest
Lecture
49
PO- a,c,d,j.
02 You are a Creator
2016-17 Mr. Vijay Patil Guest Lecture
70 PO- a,c,d,j.
03 Civil Engg. Software
2016-17 Mr.JavedNadaf. Guest Lecture
45 PO- a,c,d,j.
04 Advances in
Concrete
Technology
2016-17
Mr. Desai G.R.
Guest
Lecture
79
PO-
a,b,e,g,h,j.
05 PWD
Works
2016-17
A.K.Patharvat
Guest
Lecture
49
PO- a,b,e,g,h,j.
Table 2.15 Industry Expert Lecture CAYm2
CAY(2015-16)
S.No. Guest lecture Year Industry Expert Mode No. of
students present
Relevance to
POs& PSOs
01 Personality
Development
2015-16 Mr. Nerli S.M.
Guest
Lecture
73
PO- a,c,d,j.
02 Civil Engineering Software‟s
2015-16 Mr. KorucheAvinash
M.
Guest
Lecture
53
PO- a,c,d,j.
03 Waterproofing
Materials
2015-16 Dr. Fixit Institute
Guest
Lecture
53
PO- a,c,d,j.
04 Ready mix Concrete 2015-16 Mr. Sutar A.A. Guest
Lecture
74
PO- a,b,e,g,h,j.
05 Waste water
treatment plan
2015-16 Mr. Gawade S.L.
Guest
Lecture
53
PO- a,b,e,g,h,j.
06 Advance
construction
techniques
2015-16
Mr. Dodamani L.A.
Guest
Lecture
74 PO- a,b,e,g,h,j.
07 Vastu Shastra 2015-16 Mr. Basargekar
Suresh U.
Guest Lecture
74 PO- a,b,e,g,h,j.
Table 2.16 Industry Expert Lecture CAYm3
29
2.2.5 C-
Industrial visits/tours for students (03)
CAY(2018-19)
S.No. Year Industry Name Mode No. of students
present
Relevance to POs& PSOs
01 10/06/2018
Inchalkaranji WTP Industrial
Visit
80
PO- a,c,d,j.
02 10/06/2018
Inchalkaranji STP Industrial
Visit
80
PO- a,b,e,g,h,j.
03 18/01/2019
Omkar Builders and Developers
Industrial Visit
69
PO- a,b,e,g,h,j.
04 18/01/2019
Kirnoday Residency Industrial Visit
69
PO- a,b,e,g,h,j.
05 09/03/2019 Patil Residential
Building
Industrial
Visit 80
PO- a,b,e,g,h,j
Table 2.17 Industry visit details CAY
CAY(2017-18)
S.No. Year Industry Name Mode No. of
students
present
Relevance to POs& PSOs
01 29/07/2017 Desai Residential
Construction Site
Industrial
Visit 59 PO- a,b,e,g,h,j.
02 21/02/2018 Railway station, Docks
And Harbor Sawantwadi &
Vengurla
Industrial Visit
69
PO- a,b,e,g,h,j.
03 10/06/2018
Inchalkaranji WTP Industrial
Visit
69 PO- a,b,e,g,h,j.
04 10/06/2018
Inchalkaranji WTP Industrial
Visit
69 PO- a,b,e,g,h,j.
05 22/09/2017 RMC plant Kadgaon Industrial Visit
69 PO- a,b,e,g,h,j.
Table 2.18 Industry visit details CAYm1
CAY(2016-17)
S.No. Year Industry Name Mode No. of students
present
Relevance to POs& PSOs
01 26.02.2017 Railway station, Docks And Harbor
Sawantwadi & Vengurla
Industrial
Visit
73
PO- a,b,e,g,h,j.
02 25.02.2017 Stone Crusher plant and HOT mix
plant.
Industrial
Visit 73 PO- a,b,e,g,h,j.
03 17.02.2017 Residential Construction Visit Industrial
Visit 41 PO- a,b,e,g,h,j.
04 30.09.2016 Midas Associate LLP.AnandVihar
site
Industrial
Visit 41 PO- a,b,e,g,h,j.
05 23.07.2016 Vishwanayak Construction Gadhinglaj
Industrial Visit
73 PO- a,b,e,g,h,j.
Table 2.19 Industry visit details CAYm2 CAY(2015-16)
S.No. Year Industry Name Mode No. of students
present
Relevance to POs& PSOs
01 2015-16 Atharv construction
Industrial
Visit
74 PO- a,b,e,g,h,j.
30
02 2015-16 Military boys hostel
Industrial
Visit
74 PO- a,b,e,g,h,j
03 2015-16 Sant Gajanan Maharaj
College Of Engineering Mahagaon.
Industrial
Visit
53 PO- a,b,e,g,h,j.
04 2015-16 Tilari dam
Industrial
Visit
53 PO- a,b,e,g,h,j.
05 2015-16 Nakoda Traders (Steel
Distributors)
Industrial
Visit
53 PO- a,b,e,g,h,j.
Table 2.20 Industry visit details CAYm3. 2.2.5 D-
A Industrial training /internship(5)(Markstobegivenproportionatelyi.e.100%studentattended=05Marks;
90%studentsattended=04,Marksandsoon…)
As per new curricula of „G‟ scheme of MSBTE emphasizing on latest techniques and practical orientation in their respective
discipline to enhance technical and personal abilities to face the industrial challenges.
Students/ staff training
Active participation in Hub and construction industry model of MSBTE for faculty training and student orientation
programs.
Training plays an important role in any aspects of life, Awareness, Opportunity guidance, career guidance, plays
important role in training. Once you make people aware about entrepreneurship they will start thinking that it can
be one of the career choices for them.
Training will start working in his/her mind and there is a possibility of changing his/her mind set.
OBJECTIVES
1. To make them aware about modern tools for technical and entrepreneurship as career choice for professional.
2. To make them aware about business opportunities and core practical aspects.
3. To make them aware about support system.
4. To present them few role models in entrepreneurship for professional.
METHODOLOGY
1. One way lectures.
2. Sharing of experience.
3. Panel discussion
4. Question answers session.
Industry Based Training
AY Total No of students Implant Training
CAY(18-19) 51 45
CAYm1(17-18) 63 58
CAYm2(16-17) 73 60
CAYm3(15-16) 87 50
Table 2.21 Statistical data of in plant training for students
Faculty training
Sr
No
Name of staff to
be Deputed for
Training
Organizing Institute
Type of training Duration
Organizing Body
CAY 2018-19
01 Mr. Mali N.R. M/S.Dirk India Pvt Ltd,
Nashik Industrial
04-10-2018
To 06-10-2018
M/S.Dirk India Pvt Ltd,
Nashik
02 Mr. Mali N.R. DKTE's Yashwantrao Chavan
Polytechnic, Ichalkaranji. Soft Skill
26-12-2018
To 31-12-
2018
DKTE's Yashwantrao
Chavan Polytechnic,
Ichalkaranji.
03 Mr. Mali N.R. Sant Gajanan Maharaj Rural
Polytechnic Mahagaon. Industrial
02/08/2018
To 04/08/2018
Sant Gajanan Maharaj
Rural Polytechnic Mahagaon.
04 Mr. Chougule V.S. Sanjay Ghodawat Institute Content 20/06/2018 MSBTE
31
of Technology, Atigre. Updating/Micro
Project orientation
05 Mr. Chougule V.S. Kolhapur Institute of
Technology, Kolhapur.
Capacity Building Through NBA
Process
29/12/2018 MSBTE
06 Mr. Chougule V.S.
D.Y.Patil College of
Engineering,Aakurdi
Content
Updating/Inplant
Training
10/10/2018
MSBTE
07 Mr. Desai A.P. M/S.Dirk India Pvt Ltd,
Nashik Industrial
04-10-2018
To 06-10-
2018
MSBTE
08 Mr. Desai A.P. Kolhapur Institute of
Technology, Kolhapur.
Capacity Building
Through NBA Process
29/12/2018 MSBTE
09 Mr.Jangali B.K. DKTE Inchalkaranji Soft Skill
27/12/2018
to
31/12/2018
MSBTE
CAYm1 2017-18
01 Dewarde A.A. New Polytechnic Kolhapur Personality
Development 20/09/2017 MSBTE
02 Mr.Mali N.R. GP Kolhapur
Technology
Development in
Plumbing and
Allied Services
18/12/2017
to
22/12/2017
MSBTE
03 Mr. Desai A.P. GP Kolhapur
NBA
Accreditation
and Modern
Trends in
Educational
Tech
21/01/2017 MSBTE
04 Mr. Desai A.P. Kolhapur Institute of
Technology, Kolhapur. Industrial 10/10/2016
DKTE's Yashwantrao Chavan Polytechnic,
Ichalkaranji.
05 Mr.M.Y.Taral I Scheme curriculum
Orientation Oritentation
New
Polytechnic,Kolhapur
CAY m2 2016-17
01 Mr. Chougule V.S.
NSTEDB
Faculty
Development
Programme
06/12/2016
to
18/12/2016
Sant Gajanan Maharaj
Rural Polytechnic Mahagaon.
02 Mr. Desai A.P. NSTEDB
Faculty
Development
Programme
06/12/2016
to
18/12/2016
Sant Gajanan Maharaj Rural Polytechnic
Mahagaon.
03 Mr.Mali N.R. NSTEDB
Faculty
Development
Programme
06/12/2016
to
18/12/2016
Sant Gajanan Maharaj
Rural Polytechnic
Mahagaon.
04 Mr.Jangali B.K. NSTEDB
Faculty
Development
Programme
06/12/2016
to
18/12/2016
Sant Gajanan Maharaj
Rural Polytechnic Mahagaon.
CAY m3 2015-16
01 Mr.Mali N.R. Dr.V.V.P.Polytechnic Loni
Advanced
Construction
Techniques in
civil department
18/01/2016
to
22/01/2016
MSBTE
02 Mr.Jangali B.K. Dr.V.V.P.Polytechnic Loni
Advanced
Construction
Techniques in
civil department
18/01/2016
to
22/01/2016
MSBTE
03 Mr. Chougule V.S.
Kolhapur Institute of
Technology, Kolhapur. Industrial 105/12/2015
DKTE's Yashwantrao
Chavan Polytechnic, Ichalkaranji.
Table 2.22 Industrial training by faculties
32
2.2.5 E
After completion of training Marks for PA are to be awarded out of 5 for each week considering the level of
completeness of activity observed from daily dairy maintained.
Marks to be awarded by industry supervisor on the basis of general observation and behavioral aspect of student and by
mentor faculty on the basis of report, understanding level & work performance of the student.
2.2.4 F-
By considering social responsibility department implemented CEP program Every year for community to impart
technical awareness
Students are motivated to do sponsored projects
AY
Continues Education
Program (CEP) for
schools
Number of beneficiary
students
CAY(18-19) 00 00
CAYm1(17-18) 01 42
CAYm2(16-17) 02 83
CAYm3(15-16) 02 54
Table 2.23 Community related projects & activities
2.2.6. Information Access Facilities and Student Centric Learning Initiatives (15)
A. Availabilityoffacilities&EffectiveUtilization;specifythefacilities,materialsandscopeforself-
learning, Webinars, NPTEL Podcast, MOOCs etc.(10)
B. Student Centric Learning Initiatives & Effective Implementation (05)
2.2.6 A
Book Bank: The College has book bank facility. The books are issued to the students at a nominal cost in each
Semester.
Videos: Multimedia has many kinds of data such as text, audio, images, animation, video and interactive content.
These make the learning complementary with the existing tools. With video, the students has more control over
the information they receives and it provides additional opportunity for deeper learning by being able to stop,
Rewind, fast forward, and replay content as many times as needed.
PPTs: PPT can help teachers to teach a subject point wise so as to make the learning more efficient. Power Point has
become very popular because it's easy to learn, widely available, easy to understand the subject.
CDS/DVDS: CD/DVDs contain large amount of data in the form of video, documents and -audio. Students can take
back up from computer and store it in DVD.
E-Notes: e Notes helps students to complete assignments and study for exams. E notes are sent to the students by
emails.
Spoken tutorials (MOOCs): It is MHRD project under IIT-B which helps the students to get certified in various
subjects through tutorials and videos.
Website-Notes: Websites includes educational video tutorials, instructional lectures, do-it yourself guides, self-help
tutorials, interactive presentations, animated explanations and many more. It helps students to
develop learning skills. Many websites are suggested by MSBTE in Curriculum
33
Sr.
No Types Of learning Resources/Material Nos. available
1 CD/DVD 70
2 Power point Presentations(PPTs) 130
3 LCD Projector 01
4 Spoken Tutorial 10
5 IIT/NPTE Video Lectures 25
Table 2.24 Resources available for student centric activities
2.2.6 B
Student centric learning Initiatives
Spoken Tutorial online courses
Digital library open Access.
Online test modules
Language lab tools for effective communications.
Hard and soft PDF form Standard solutions of previous MSBTE board theory papers solutions.
Sample question papers for forth coming theory examinations.
P2D platform for professional and ethical character building of students
2.2.7. New Initiatives for embedding Professional Skills (15)
A. EmployabilityskillenhancementInitiativesandeffectiveimplementation(08)
B. PersonalitydevelopmentrelatedInitiatives&effectiveimplementation(07)
2.2.7 A
For developing specialized skill development including communication, professional and core employability skills classes
on Professional Practices, Development of Life Skills & Entrepreneurship Development are conducted.
Professional Practice and Entrepreneurship Development are trans-disciplinary academic department focused on flexible
work-related learning within higher education. Professional Practice subject provides a platform to students to undergo
activities which will enable them to develop self-confidence. In this subject a student is needs to use the knowledge and
skills within a practical environment. Practicing in a professional manner requires that individuals have skills, knowledge,
values and attitudes appropriate to their role and responsibility within the setting. In addition, it requires regular
reflection upon practice and engagement in supported, ongoing professional development.
Professional Practice is enhanced in several fields-
Vocational training Centre under MSSDS for drop outs students.
Short term DIC and MCED sponsored courses to assist, motivate and support them to start own business.
MSBTE sponsored SAP/CAD/PLC training
2.2.7B
Student council formed to increased Professional skills, team work.
STEP Activity
Expert lectures on Personality development
Club cultured campus
Organizing Paper Presentations
Organizing Technical Quiz
Organizing Mock interview competition
Industry visits
2.2.8. Co-curricular & Extra-Curricular Activities (10)
Type of activities and relevance
(The institution may specify the co-curricular and extra-curricular activities- Quantify activities
such as NCC, NSS, and participation in various state/national missions etc.)
34
Co-curricular Activities
A.Y (2015-2016 ,2016-2017,2017-2018,2018-19)
Sr. No
Nature of Activity
Number of Activities
Number of Beneficiaries
1 Industry Visits 20 1321
2 Industry Expert Lectures and Personality
Development Lectures 21 1467
3 Mock Interview Anuttara 2018 01 91
4 Model Making Anuttara 2017 01 122
5 Tall Building Anuttara 2016 01 65
6 Bridge Making Anuttara 2015 01 150
Table 2.25 Participation in co-curricular activities CAY
Student participation Extracurricular Activities
A.Y (2015-2016, 2016-2017,2017-2018,2018-19)
Sr No Year Type of competition Number of students
01
2015-2016
CAY
IEDSSA 2015-16 SPORTS
07
Collage Sports 32
Lan Gaming 06
Swatchata Abhiyan 15
02
2016-2017
CAYm1
IEDSSA 2016-17 SPORTS 4
Collage Sports 15
Blood donation 10
03
2017-2018
CAYm2
IEDSSA 2017-18 SPORTS 17
Collage Sports 44
Quiz Participate 10
Tree Plantation 138
Blood donation 30
03
2018-2019
IEDSSA 2018-19 SPORTS 13
Collage Sports 27
Lake Development 86
Poster Presentation 06
Spot Photography 04
Mock Interview 12
Quiz Participate 10
Blood donation 25
Table 2.26 Participation in co-curricular activities CAY
35
CRITERION 3 Course Outcomes and Program Outcomes 100
3.1. Establish the correlation between the courses and the POs &PSOs(20)
(POs as mentioned in Annexure I and PSOs as defined by the Program)
3.1.1. Course Outcomes (SAR should include course outcomes of one course from
each semester of study, however, should be prepared for all courses)(05)
SEMESTER-1
Basic Workshop
Practice (Civil
Group)
WPC 17003
CO101.25 Interpret job drawing.
CO101.26 Identify proper material, tools, equipment‟s and machines.
CO101.27 State the meaning of caulking, fullering, threading etc.
CO101.28 Check the job for confirming desired dimension and shape.
SEMESTER-2
Construction
Materials CMA 17209
CO102.15 Know various construction materials required for Civil Engineering
construction.
CO102.16 Understand the properties/characteristics of various construction
materials..
CO102.17 Know the applications of various construction materials in Civil Engineering Construction.
SEMESTER-3
Course Title Course
Abbr.
CO no Course Outcome Statement
Building Drawing BDR 17309
CO201.11 Interpret different building drawings.
CO201.12 Understand principles of planning considering built environment
approach.
CO201.13 Apply building rules and byelaws and IS 962:1989 specifications for
planning of buildings.
CO201.14 Understand the preparation of line plans for Residential and Public
Buildings.
CO201.15 Draw submission drawing and working drawing
CO201.16 Understand methods of perspective drawing for various objects.
SEMESTER-4
Course Title Course
Abbr.
CO no Course Outcome Statement
Advanced
Surveying ASU 17419
CO202.09 Understand handling and use of various survey instruments for field
observations.
CO202.10 Understand linear and angular measurements
CO202.11 Select suitable instruments and appropriate method of survey.
CO202.12 Understand the preparation of maps from the field observations.
CO202.13 Interpret survey maps.
36
SEMESTER-5
Course Title Course
Abbr.
CO no Course Outcome Statement
Irrigation
Engineering IEN 17502
CO301.06 Appreciate need of Irrigation
CO301.07 Understand Water Requirements of a command area
CO301.08 Understand aspects of Reservoir Planning.
CO301.09 Understand Construction and maintenance of Earthen and Gravity Dams
CO301.10 Understand Minor / Micro Irrigation Schemes
CO301.11 Understand Construction and Maintenance of Canals and structures.
SEMESTER-6
Course Title Course
Abbr.
CO no Course Outcome Statement
Highway
Engineering
HEN
17602
CO302.08 Know the importance and classification of Road.
CO302.09 Understand the types of Surveys and Investigation for location of new Roads.
CO302.10 Understand the different methods of Road Construction.
CO302.11 Apply the Equipments used in Road Constructions
3.1.2. Note: Number of Outcomes for a Course is expected to be 3 to 5.
3.1.3. CO-PO/PSO matrices of courses selected in 3.1.1(six matrices to be mentioned;
one course per semester from 1st to 6thsemester)(05)
SEMESTER-I
Course Title Course
Abbr. CO no
a b c d e f g h i j
PSO-
1
PSO
-2
Workshop
practices
BWP(17
007)
CO101.25 H M H - L - - - - M
H
CO101.26 H M H L M
M
CO101.27 H M H L M
H
CO101.28 H H M M M L M
M
SEMESTER-II
Course Title Course Abbr.
CO no a b c d e f g h i j PSO-1 PSO-2
Construction
Materials CMA (17209)
CO102.15 H M H M M M M CO102.16 M M M H H
CO102.17 H H M L M M
37
SEMESTER-III
Course
Title
Course
Abbr.
CO no
a b c d e f g h i j
PSO-
1
PSO-
2
Building
Drawing
BDR
(17309)
CO201.11 H M H M M M H
CO201.12 H M H M M M M M
CO201.13 H M H M M M H
CO201.14 H M H M M M M
CO201.15 H H M H H H H H
CO201.16 H M M
SEMESTER-IV
Course
Title
Course
Abbr.
CO no
a b c d e f g h i j
PSO-
1
PSO-
2
Advanced
Surveying
ASU
(17419)
CO202.09 H - H - - - M H H H H
CO202.10 H - H H - - M H H H M
CO202.11 H - H - - - M H H H H
CO202.12 H - H H - - M H H H M
CO202.13 H - H - - - M H H H M
SEMESTER-V
Course
Title
Course
Abbr.
CO no
a b c d e f g h i j
PSO-
1
PSO-
2
Irrigation
Engineering
IEN
(17502)
CO301.06 M - L - H M L - - H L
CO301.07 M - L - H M L - - H M
CO301.08 M - L H M L - - H H
CO301.09 M - L - H M L - - H M
CO301.10 M - L - H M L - - H H
CO301.11 M - L - H M L - - H M
SEMESTER-VI
Course
Title
Course
Abbr.
CO no
a b c d e f g h i j
PSO-
1
PSO-
2
Highway
Engineering
HEN
(17602)
CO302.08 H M H M M H
CO302.09 H M H M H M M
CO302.10 H M H M M H
CO302.11 H M H M L M M
Table 3.1.2
Note:
1. Entercorrelationlevels1,2or3asdefinedbelow:
1:Slight(Low) 2:Moderate(Medium) 3: Substantial(High)
If there is no correlation, put “-”
38
3.1.4. Program level Course-PO/PSO matrix of all courses INCLUDING first year courses (10)
SEMESTER - I
Course Title Course Abbr.
a b c d e f g h i j PS01 PSO2
English ENG 17101 3 3
3 2
3
2.66
Basic Science EPH 17102 3 2.8 2
2 1.5 3
1.5 2
ECH 17103 3 3
1
2.3 2
Basic Mathematics BMS 17104 3 3 2.3
1
2
Engineering Graphics
EGG 17001 3 2.5 3 2 2 3 3
2 2.5 2 1
Computer Fundamentals
CMF 17002 3 2.3 3 2 2 3 3
2
2 1.5
Basic Workshop
Practice (Civil Group)
WPC 17003 3 2.25 2.75 2 1 2 2.6 2 1 2 2.5 2.5
SEMESTER - II
Course Title Course
Abbr. a b c d e f g h i j PS01 PSO2
Communication
Skills $ CMS 17201 3 2 2.5 1
2.5 1 2.5 2
Engineering
Mechanics β EGM 17204 3 2.5 1.5
2 1
2 1 1 3.0 1.7
Applied
Science
Physics
APH 17207 3 2.5
1
1
2.0 2.0
Chemistry ACH 17208
2.75 2 2.67 2 2
2 3 2 1
Construction
Materials CMA 17209 2.7 2.5 2.3 1.5 2 2
2 2.5
2 3
Engineering
Mathematics $ EMS 17216 2.3 2.0 2.7 2 2
2
2 3.0 2.0
Development of Life
Skills $ DLS 17010 3 2 2.75 3 1.5 3
2
1.75 2.0 2.3
Workshop Practice (Civil)
WPC 17012 3 2 3 2
2 2
2 2.3
SEMESTER - III
Course Title Course
Abbr. a b c d e f g h i j PS01 PSO2
Applied
Mathematics $ AMS 17301 3 2 3 2.25
2 2.4 3 2.4 2.5 2.3
Building Construction
BCO 17308 3 2 3 2.7
2 2 2.8 3 2.8 2.0 2.3
Building Drawing BDR 17309 3 2.2 3 2 2
2.3 2.2 3 2.2 2.5 2.5
39
Surveying SUR 17310 3
3 3
2 3 3 3 3.0 2.0
Mechanics of
Structures MOS 17311 3 2 3 2.7
3 2 3 3 2.75 2.0 2.3
Professional
Practices-I PPO 17018 3 2 2 2
1 2 2
1.75 2.5 2.0
SEMESTER - IV
Course Title Course
Abbr. a b c d e f g h i j PS01 PSO2
Environmental
Studies $ EST 17401 2.6 2.2 1.5 2.2
1.6 2 1.75
2 3.0 2.0
Transportation
Engineering TEN 17418 2.7 2.3 1.5 1.7 3
2 1.5 1 1.7 2.0 2.0
Advanced Surveying
ASU 17419 3
3 3
2 2 3 3 3 2.5 2.3
Geo Technical Engineering
GTE 17420 3 2 2.8 3.0 2.0 2.0 1.0 2.3
2.8 3.0 2.0
Hydraulics HYD 17421 2
3 2 2 2 1 2 2 3 2.5 1.8
Theory of
Structures TOS 17422 2.5 3 3 2 2 2
1.5 2 3 2.0
Computer Aided
Drawing CAD 17036 3 3 3 3 2 1 3
2 2.3 2.0
Professional Practices-II
PPT 17037 3 2.8 2.8 3
1.3 2 2
2 2.0 2.0
SEMESTER - V
Course Title Course
Abbr. a b c d e f g h i j PS01 PSO2
Estimating and
Costing EAC 17501 2.2 3 2 2.4 1 2 1
1.25 2 2.5 2.3
Irrigation
Engineering IEN 17502 2
1
3 2.3 1
3 2.3 2.0
Public Health
Engineering PHE 17503 2.6 2.5 1.8 2.3 2 2 2 2.5 1.25 2 2.3 2.3
Concrete Technology
CTE 17504 2.3 2.7 3.0 2.0 2.0
2.0 1.0
2.0 2.0 2.0
Design of Steel Structures
DSS 17505 3.0 3.0 2.0 2.0
1.8 2.0
2.0 2.5 2.5
Behavioral Science
$
BSC
17075 2.8 2.7 2.3
2.3 1.0 2.6 2.8 2.8 2.8 2.3 2.0
Entrepreneurship Development
EDE 17057 3.0 2.7 1.3 1.5 1.8
2.5 2.8 2.3 1.7 2.0 2.3
Professional Practices - III
PPT 17058 3.0 2.3 1.0 2.0 2.0 2.0 2.3 3.0 2.0 1.8 2.5 2.0
SEMESTER - VI
Course Title Course
Abbr. a b c d e f g h i j PS01 PSO2
Management $ MAN 17601 2.9 2.6 2.2 2.7 2.3 1.8 2.0 2.6 2.3 2.9 2.3 2.0
Highway
Engineering HEN 17602 3 2 3 2
1.5
2 2.5 2.5
Contracts and
Accounts CAA 17603 3
2.4 2.2 2.2 2
1.5 2.2 1.8 2.0 2.3
Design of R.C.C.
Structures DRS 17604 3 2.2 2.75 2 2 3
2.75
2 2.5 1.7
40
Solid Waste Management
SWM 17605
2.3 2.0 2.2
3.0 2.3 2.2
2.0 2.3 2.3
Project PRO 17088 3.0 2.3 1.0 2.0 2.0
2.5 3.0 2.0 1.6 2.3 2.3
Table 3.1.3*
Note:
1. Entercorrelationlevels1,2or3asdefinedbelow:
1:Slight(Low) 2:Moderate(Medium) 3: Substantial(High)
If there is no correlation, put “-”
∗ It may be noted that contents of Table 3.1.2 must be consistent with information available in Table
3.1.3 for all the courses.
3.2. Attainment of Course Outcomes (40)
3.2.1. Describe the assessment processes used to gather the data upon which the evaluation
of Course Outcome is based(10)
(Examples of data collection processes may include, but are not limited to, specific exam/tutorial
questions, assignments, laboratory tests, project evaluation, internally developed assessment exams,
project presentations, oral exams etc.)
Following processes have been undertaken to find the attainment of course outcomes. For direct attainment the
progressive test result, MSBTE result, skill test and term work / PA are taken into consideration.
Progressive Tests
Two progressive tests are conducted in each semester – one in the mid-semester and the other at the end of
semester.
MSBTE provides Teacher‟s guide for all subjects. It includes lecture wise topics to be covered and the portion to be
completed before each progressive test. Teacher‟s guide is strictly followed.
Teacher‟s guide also includes sample question papers as guide lines for setting question paper for progressive tests.
Course outcome of the subject are taken into consideration while setting up the question paper.
After paper assessment the attainment of course outcome is found by determining the number of students having
met the set standard in the said subject.
Based on the above calculation the attainment level is found
MSBTE Exam
MSBTE provides teaching scheme for every semester, which includes the components viz., Theory Exam,
Practical/Oral exam and term work along with the maximum marks allotted for each component.
The marks of the applicable components are added and attainment of course outcome is found by determining the
number of students who have met the set standard in the said subject.
41
Sr No Data Collected From Tools Marks allocated
1 Board Theory Exam/ESE-TH 50%
2 Skill Test 10%
3 Class Test/PA-TH 10%
4 Term Work/ESE-PA- 10%
5 Board Non-Theory Exam/ESE-
PR
20%
Table 3.2.1 Marks allocated for Tools
3.2.2. Record the attainment of Course Outcomes of all courses with respect to set
attainment levels (30)
Measuring Course Outcomes attained through board examinations
Target may be stated in terms of percentage of students getting more than the Board average marks or
more as selected by the Program in the final examination. For cases where the Board does not provide
useful indicators like average or median marks etc., the program may choose an attainment level on its
own with justification.
Average marks selected by the Program = 40% of total mark to assess a course.
Justification: Program has set course outcome attainment level for all courses. To measure course outcome
attained through board examination target level is stated as percentage of students getting more than the level selected by
program. Program has continued to consider common average mark for academic years 2015-2016 and 2016-2017. For
the following table calculation of attainment level for three years has been done. It was observed that with the set
standard of 40% the achieved level was higher than the target level.
AY Attainment level 1
Attainment Level 2
Attainment level 3
Attainment level 4
Attainment level 5
2018-19 50 55 60 65 70
2017-18 45 50 55 60 65
2016-17 40 45 50 55 60
Table 3.2.1 Years wise attainment levels
SR N
O
SUBJECTS
Academic Year 2016-17 Academic Year 2017-18 Academic Year 2018-19
Att. level 1
(40%)
Att.
level 2
(45%
)
Att.
level 3
(50%
)
Att. level 4
(55%)
Att. level 5
(60%)
Att. level 1
(45%)
Att.
level 2
(50%
)
Att.
level 3
(55%
)
Att. level 4
(60%)
Att. level 5
(65%)
Att. level 1
(50%)
Att.
level 2
(55%
)
Att. level 3
(60%)
Att. level 4
(65%)
Att.
level 5
(70%
)
1 ENG(17101)/221
01 90% 97%
100
%
2 EPH(17102)/2210
2 87.8 94% 100
3 ECH(17103) 87.8 NA NA NA NA NA NA NA NA NA NA
4 BMS(17104)/221
03 78%
63.63
100
42
5 EGG(17001)/220
02 88%
100
%
100
%
6 CMF(17002)/220
01 88% 85%
100%
7 BWP(17003)/220
04
100%
100%
100%
8 CMS(17201)/220
09 90%
100
%
100
%
9 EGM
(17204/22203)
80.4
8
52 100
10 APH 17207/22202
92.6
8 97% 100
11 ACH 17208
78.0
4 NA NA NA NA NA NA NA NA NA NA
12 CMA
17209/22204
73.1
7
66.6
6 100
13 BSU 22205
NA NA NA NA NA
72.7
2 100
14 EMS 17216/22201
78.0
4
60.6
71%
15 DLS 17010
100%
NA NA NA NA NA NA NA NA NA NA
16 WPC
17012/22008 100
87.8
7 100
17 AMS 17301
29.7
2
62.7
1 NA NA NA NA NA
18 BCO 17308/22304
88%
81.3
5
71.15
19 BDR
17309/22405
93.24
76.27
92
20 SUR
17310/22205 76%
74.5
7 NA NA NA NA NA
21 HEN(22302)
NA NA NA NA NA NA NA NA NA NA
69.2
3
22 CTE(22305)
NA NA NA NA NA NA NA NA NA NA 94%
23 MOS
17311/22303 80%
68%
65%
24 PPO 17018
92% 89.8
3 NA NA NA NA NA
25 EST 17401/22447
60% 80
58.8
2
26 TEN 17418/22403
60%
75
65
27 ASU
17419/22301 90%
75 11.5
3
28 GTE
17420/22404 88%
76.2
7
76
29 HYD 17421/22401
58
%
75
66.6
6
43
30 TOS 17422/22402
13.6
9 46
58.8
2
31 CAD 17036/22022
73.97
85% 100%
32 PPT 17037
100%
100 NA NA NA NA NA
33 EAC(17501) 92% 42
93
%
34 IEN(17502) 96% 41.7
7
62.3
1
35 PHE(17503) 100%
91.13
96%
36 CTE(17504) 98%
77.21
78.26
37 DSS(17505) 82%
75 88
%
38 BSC(17075) 100
% 99%
99
%
39 EDE(17057) 100%
99% 100%
40 PPT(17058) 92% 100%
100%
41 MAN (17601) 41%
78.5 97
%
42 HEN(17602) 98% 89%
80.
59
43 CAA (17603) 100%
94%
80.59
44 DRS(17604) 96%
76% 93%
45 SWM(17605) 100
% 95%
93
%
46 PRO (17088) 98% 86% 99
%
Table 3.2.2 All subject Course Attainment level of AY 2016-17, AY 2017-18, and AY 2018-19
Note-All enrolled sample of said course are considered for evaluation
Note-Attainment level=no of subject*100/total number of subject
Academic
Year
Attainment
Level 1
Attainment
Level 2
Attainment
Level 3
Attainment
Level 4
Attainment
Level 5
2016-17 6.976744 0 0 2.325581 90.69767
2017-18 7.317073 2.439024 0 9.756098 80.4878
2018-19 2.564103 5.128205 2.564103 10.25641 79.48718
Table 3.2.3 Course Attainment level for Academic AY 2016-17 , AY 2017-18 and AY 2018-19
44
Course Attainment Level
3.3. Attainment of Program Outcomes & Program Specific Outcomes(40)
3.3.1. Describe assessment tools and processes used for assessing the attainment of
each POs and PSOs as mentioned in Annexure 1(10)
(Describe the assessment tools and processes used to gather the data upon which the evaluation of
each of the Program Outcome and Program Specific Outcome is based, indicating the frequency with
which these processes are carried out. Describe the assessment processes that demonstrate the
degree to which the Program Outcomes and Program Specific Outcomes are attained and document
the attainment levels)
a) List & Description of assessment processes
Department Advisory Board meets every semester after the publication of internal assessment to monitor CO
attainment and suggest immediate changes if required in the course delivery.
It evaluates the attainment of PO from all COs of a batch at the end of a program and review of same is done. As
per suggestion received new course delivery methods are to be added and they will be implemented from next
academic year.
Indirect survey is conducted and data taken from the stake holders for reviewing POs which will identify the
attainment level.
Department Advisory Board initially said that expected attainment level of Course attainment. So that student expected to be reasonably proficient and comfortable with each of course outcome.
PO-From attainment of CO, we can compute attainment of PO
Process-
The achieved of PO with the help of CO attainment of relevant course through different tools and same is maintained at various stages and computation of final stage is done.
The result is compared with the threshold value of 2 in the scale of 3.Its illustration of same shown in table.
The frequency with which these assessment processes are carried out.
6.976744 7.317073 2.564103 2.325581
9.756098 10.25641
90.69767
80.4878 79.48718
0
10
20
30
40
50
60
70
80
90
100
2015-2016 2016-2017 2017-2018 2018-2019
Attainment Level 1
Attainment Level 2
Attainment Level 3
Attainment Level 4
Attainment Level 5
45
List of assessment tools
Assessment Tools Direct/Indirect Frequency
Remarks
External Exam Direct Twice
Conducted by MSBTE
Oral and viva voce Direct Twice Conducted by MSBTE
Internal Assessment Direct Twice Faculty
Alumina survey Indirect
Once Alumni Survey conducted among
alumni at the end of each academic year
Program Exit Survey
Indirect Once
Diploma Holders.
Course
Exit Survey Indirect
Twice Course Survey conducted among
students at the end of each
semester
Employer survey Indirect
Once
Employer Feedback carried out at
the end of each academic year
Table 3.3.1 Assessment tools
Department Advisory Board initially said that expected attainment level of Course attainment.
So that student expected to be reasonably proficient and comfortable with each of course outcome.
PO-From attainment of CO, we can compute attainment of PO
Process- The achieved of PO with the help of CO attainment of relevant course through different tools and same is
maintained at various stages and computation of final stage is done.
The result is compared with the threshold value of 2 in the scale of 3.Its illustration of same shown in table.
3.3.2. Provide results of evaluation of each PO &PSO(30)
Program shall set Program Outcome attainment levels for all POs & PSOs.
(The attainment levels by direct (student performance) and indirect (surveys) are to be presented
through Program level Course-PO matrix and course- PSO Matrix as indicated)
PO /PSO Attainment
SEMESTER-I
Course Title Course Abbr.
CO no a b c d e f g h i j
PSO1 PSO2
English (17101) ENG
CO101.1 3 3 3 2 2 3 2
CO101.2 3 3 3 2 3
CO101.3 3 3 3 3
Basic Science (PHY) (17102)
EPH
CO101.4 3 3 2 2 1 2
CO101.5 3 3 2 2
CO101.6 3 2 1
CO101.7 3 3
CO101.8 3 3 2 3 2
Basic Science
(CHY) (17103) ECH
CO101.9 3 3 1
CO101.10 3 3 2
CO101.11 3 3 1 3
CO101.12 3 3 2
46
CO101.13 3 3 3
Basic
Mathematics (17104)
BMS
CO101.14 3 3 2
CO101.15 3 3 2 1 2
CO101.16 3 3 2 1
CO101.17 3 3 3 3
Engineering
Graphics
(17001)
EGG
CO101.18 3 3 3 1
CO101.19 3 2 3 3
CO101.20 3 2 3 1 3 3 2
CO101.21 3 3 2 3 2 3 1
Computer
Fundamental (17002)
CMF
CO101.22 3 2 3 2
CO101.23 3 2 3 1 3 3 2 1
CO101.24 3 3 2 3 2 3 2
Workshop
practices (17007)
BWP
CO101.25 3 2 3 1 2 3
CO101.26 3 2 3 1 2 2
CO101.27 3 2 3 1 2 3
CO101.28 3 3 2 2 2 2.6 2 1 2 2
Average
3 2.71 2.64 2.5 1.7 2 2.52 2 1.66 2.25 2.2 1.9
Table 3.3.2
SEMESTER-II
Course Title Course Abbr.
CO no a b c d e f g h i j
PSO1 PSO2
Communication Skills (17201)
CMS CO102.01 3 2 3 1 2 2 1
CO102.02 3 2 2 3 1 3 3
Engineering
Mechanics
(17204)
EGM
CO102.03 3 2 2 3 1 1 3
CO102.04 3 3 1 2 1 2 2
CO102.05 3 3 1 2 2 2
CO102.06 3 2 2 2 1 1
Applied
Science (PHY)
(17207)
APH
CO102.07 3 2 1
CO102.08 3 3 2
CO102.09 3 3 1
CO102.10 3 2 1 1 1
Applied
Science (CHY)
(17208)
ACH
CO102.11 3 2 2 2 1
CO102.12 3 2 3 2 2 2 2
CO102.13 2 2 2 3 1
CO102.14 3 2 3 2 2 2
Construction Material
(17209)
CMA
CO102.15 3 2 3 2 2 2 2
CO102.16 2 2 2 3 3
CO102.17 3 3 2 1 2 2 2
Engineering
Mathematics (17216)
EMS
CO102.18 2 3 2 3
CO102.19 3 2 2 2 2 2 2
CO102.20 2 2 3 2 2 2 2
Development
of life Skills
(17010)
DLS CO102.21 3 2 3 2 2 1 1
CO102.22 3 2 3 3 1 2 3
47
CO102.23 3 2 3 3 1 2 2
CO102.24 3 2 2 3 2 3 2 2 3
Workshop
Practices
(17012)
WPS
CO102.25 3 2 3 2 2 2 2
CO102.26 3 2 3 2 2 2 2 3
CO102.27 3 2 3 2 2 2 2
Average
2.9 2.2 2.5 2.0 1.8 2.0 2.0 2.0 2.0 1.9 2.3 1.8
Table 3.3.3
SEMESTER-III
Course Title Course
Abbr. CO no
a b c d e f g h i j PSO1 PSO2
Applied Mathematics
$
AMS
17301
CO201.01 3 2 3 2 2 2 3
CO201.02 3 2 3 2 2 2 2 2
CO201.03 3 2 3 2 2 2 2 3
CO201.04 3 3 2 3 3 3 2
CO201.05 3 3 3 2 3 3 3 2
Building
Construction
BCO
17308
CO201.06 3 3 2 3 3 3 1
CO201.07 3 3 3 2 3 3 3 3
CO201.08 3 3 3 3 2
CO201.09 3 3 3 3 3 3 3
CO201.10 3 2 3 2 2 2 2 2
Building
Drawing
BDR
17309
CO201.11 3 2 3 2 2 2 3
CO201.12 3 2 3 2 2 2 2
CO201.13 3 2 3 2 3 2 2 3
CO201.14 3 2 3 2 2 2 2
CO201.15 3 3 2 2 3 3 3 3
CO201.16 3 2 2 2
Surveying SUR
17310
CO201.17 3 3 2 3 3 3 2
CO201.18 3 3 3 2 3 3 3
CO201.19 3 3 2 3 3 3
CO201.20 3 3 3 2 3 3 3 3
CO201.21 3 2 3 3 3 2
CO201.22 3 3 3 2 3 3 3 2
Mechanics
of Structures
MOS
17311
CO201.23 3 3 3 2 3 3 3 1
CO201.24 3 3 3 3 3 3
CO201.25 3 3 3 3 3 3 2
CO201.26 3 2 3 2 3 2 3
Professional
Practices-I
PPO
17018
CO201.27 3 2 2 2 1 2
CO201.28 3 2 2 2 2 2 2 3
CO201.29 3 2 2 2 2 2 2
CO201.30 3 2 2 2 1 2 2 2
Average
3.0 2.1 2.8 2.4 2.0 2.0 2.1 2.6 3.0 2.5 2.4 2.3
48
Table 3.3.4
SEMESTER-IV
Course Title Course Abbr.
CO no a b c d e f g h i j
PSO1 PSO2
Environmental Studies $
EST 17401
CO202.01 3 2 2 2 1 2 2 1
CO202.02 3 2 1 2 2 2 2 3
CO202.03 2 3 2 1 1 2 3
CO202.04 2 2 2 2 2 2 2
CO202.05 3 2 3 2 2 2 2
Transportation Engineering
TEN 17418
CO202.06 3 2 1 2 2 2 2 1
CO202.07 2 3 1 2 1 2 3
CO202.08 3 2 2 2 3 2 1 1 2
Advanced Surveying
ASU 17419
CO202.09 3 3 2 3 3 3 3
CO202.10 3 3 3 2 3 3 3 2
CO202.11 3 3 2 3 3 3 3
CO202.12 3 3 3 2 3 3 3 2
CO202.13 3 3 2 3 3 3 2
Geo Technical
Engineering
GTE
17420
CO202.14 3 2 3 1 3 3
CO202.15 3 2 3 2 3 3 3 2
CO202.16 3 2 3 2 1 3 2
CO202.17 3 2 2 1 2 1
CO202.18 3 3 2 1 2 3 3
CO202.19 3 3 3 2 1 2 3
Hydraulics HYD
17421
CO202.20 2 3 2 2 2 1 2 2 3 1
CO202.21 2 3 2 2 2 1 2 2 3 2
CO202.22 2 3 2 2 2 1 2 2 3 3
CO202.23 2 3 2 2 2 1 2 2 3
CO202.24 2 3 2 2 2 1 2 2 3 3
CO202.25 2 3 2 2 2 1 2 2 3 2
CO202.26 2 3 2 2 2 1 2 2 3 2
CO202.27 2 3 2 2 2 2 3 1
Theory of
Structures
TOS
17422
CO202.28 2 3 2 2 2 2 3 3
CO202.29 2 3 2 2 2 2 3 2
CO202.30 3 3 2 2 1 3 2
CO202.31 3 3 2 1 3 1
Computer
Aided Drawing
CAD
17036
CO202.32 3 3 2 2 1
CO202.33 3 3 2 3 2 2
CO202.34 3 3 2 2 3
CO202.35 3 3 2 1 2 2
CO202.36 3 3 3 3 2 3
Professional Practices-II
PPT 17037
CO202.37 3 3 3 3 2 2
CO202.38 3 3 3 3 1 2 2
CO202.39 3 3 3 3 2 2 1
CO202.40 3 3 3 3 1 2 3
49
CO202.41 3 2 2 3 2 2 2 2
Average
2.7 2.6 2.7 2.3 2.1 1.8 1.5 2.1 2.3 2.5 2.5 2.0
Table 3.3.5
SEMESTER-V
Course Title Course Abbr.
CO no a b c d e f g h i j
PSO1 PSO2
Estimating and
Costing
EAC
17501
CO301.01 2 3 2 1 2 3
CO301.02 2 3 2 2 1 1 2 2
CO301.03 2 3 3 1 2 1 2 3
CO301.04 2 3 3 2 1 1 2 2
CO301.05 3 2 2 2 1 2 2
Irrigation
Engineering
IEN
17502
CO301.06 2 1 3 2 1 3 1
CO301.07 2 1 3 2 1 3 2
CO301.08 2 1 3 3 3 3
CO301.09 2 1 3 2 3 2
CO301.10 2 1 3 2 3 3
CO301.11 2 1 3 3 3 2
Public Health
Engineering
PHE
17503
CO301.12 3 2 2 2 1 2
CO301.13 3 2 2 2 1 2 1
CO301.14 3 2 2 2 2 3
CO301.15 1 3 1 3 2 2 2 2
CO301.16 3 3 2 2 2 2 3
CO301.17 3 2 2 2 1 2 2
CO301.18 2 3 2 3 2 3 2 3
Concrete
Technology
CTE
17504
CO301.19 3 2 3 2 2 1 2 2
CO301.20 3 3 3 2 2 2
CO301.21 1 3 2 2 2
Design of Steel
Structures
DSS
17505
CO301.22 3 3 2 2 2 3
CO301.23 3 3 2 2 2 2 2 2
CO301.24 3 3 2 2 2 2 2 3
CO301.25 3 3 2 2 2 2 2 2
CO301.26 3 3 2 2 1 2 2 2
Behavioral Science $
BSC 17075
CO301.27 3 2 3 1 3 3 3 3 1
CO301.28 2 2 2 1 3 3 2 2 2
CO301.29 3 3 2 2 3 3 3 3 3
CO301.30 3 3 2 2 2 2 3 3 2
CO301.31 3 3 3 2 2 3 3 3 3
CO301.32 3 3 2 3 3 3 3 2
Entrepreneurship
Development
EDE
17057
CO301.33 3 2 1 1 3 3 2 1 2
CO301.34 3 3 2 3 3 2 1
CO301.35 3 3 2 1 3 2 3 2 2 3
CO301.36 3 3 2 2 2 3 3 2 2
CO301.37 3 3 1 3 3 2 2 3
50
CO301.38 3 2 1 1 2 2 1 2
Professional Practices - III
PPT 17058
CO301.39 3 3 2 2 2 3 3 2 1 3
CO301.40 3 2 2 2 3 2 1 2
CO301.41 3 2 2 2 3 2 2 2
CO301.42 3 2 1 2 2 3 2 3 2
Average
2.6 2.7 1.7 2.1 2.3 2.0 2.0 2.7 2.0 2.2 2.3 2.2
Table 3.3.6
SEMESTER-VI
Course Title Course Abbr.
CO no a b c d e f g h i j
PSO1 PSO2
Management $
MAN 17601
CO302.01 3 3 2 2 3 2 2 3 2 3 3
CO302.02 3 2 1 3 2 3 3 2
CO302.03 3 3 2 2 3 3 3
CO302.04 3 2 3 3 3 3 2
CO302.05 2 3 2 3 2 3 1 3 2
CO302.06 3 2 2 1 3 2 2 1
CO302.07 3 3 3 3 2 1 2 2 3 2
Highway
Engineering
HEN
17602
CO302.08 3 2 3 2 2 2 3
CO302.09 3 2 3 2 2 2 2
CO302.10 3 2 3 2 1 2 3
CO302.11 3 2 3 2 1 2 2
Contracts and
Accounts
CAA
17603
CO302.12 3 3 3 3 2 2 3 2 2
CO302.13 3 3 2 2 1 2 1 1
CO302.14 3 2 3 3 2 2 3
CO302.15 3 2 2 2 2 2 2 2
CO302.16 3 2 1 1 2 2 3
Design of
R.C.C. Structures
DRS
17604
CO302.17 3 2 3 2 2 3 3 2 2
CO302.18 3 2 3 3 3 2 3
CO302.19 3 2 2 3 3 2 2
CO302.20 3 3 3 2 3 2 2 2
CO302.21 3 2 2 3 2 1
Solid Waste
Management
SWM
17605
CO302.22 3 3 2 2 2
CO302.23 2 2 2 2 2 3
CO302.24 2 2 2 2 2 2
CO302.25 2 2 2 3 2 3
CO302.26 2.75 2 2 3 3 2 2
CO302.27 2 2 2 2 2
Project PRO
17088
CO302.28 3 3 2 2 2 3 2 1 1
CO302.29 3 2 2 3 3 2 1 3
CO302.30 3 2 3 3 2 2 2
CO302.31 3 2 1 2 3 2 3 3
CO302.32 3 3 2 2 2 3 2 1 2
CO302.33 3 2 2 2 3 2 1 3
51
CO302.34 3 2 3 3 2 2 2
Average
2.9 2.3 2.4 2.2 2.1 2.2 2.3 2.5 2.2 2.1 2.4 2.2
Table 3.3.7
SEM/PO a b c d e f g h i j PSO-1 PSO-2
1st SEM 3.0 2.7 2.6 2.5 1.7 3.0 2.5 2.0 1.7 2.3 2.2 1.9
2nd SEM 2.9 2.2 2.3 1.9 1.8 2.0 0.0 2.0 1.8 1.9 2.3 1.8
3rd SEM 3.0 2.1 2.8 2.4 2.0 0.0 2.1 2.6 3.0 2.5 2.4 2.3
4th SEM 2.7 2.6 2.7 2.3 2.1 1.8 1.4 2.1 2.3 2.5 2.5 2.0
5th SEM 2.6 2.7 1.7 2.1 2.3 1.9 2.0 2.7 2.0 2.2 2.3 2.2
6th SEM 2.9 2.3 2.4 2.2 2.1 2.1 2.3 2.5 2.2 2.1 2.4 2.2
Average 2.8 2.4 2.4 2.2 2.0 2.0 2.1 2.3 2.2 2.2 2.3 2.0
Table 3.3.8-Direct attainment of POs(80%)
Assessment tools/PO a b c d e f g h i j PSO-1 PSO-2
Course exit survey 3 3 3 3 3 3 3 3 3 3 3 3
Student exit survey 3 3 3 3 3 3 3 3 3 3 3 3
alumni feedback 3 3 3 3 3 3 3 3 3 3 3 3
Employer Feedback 3 3 3 3 3 3 3 3 3 3 3 3
Average 3 3 3 3 3 3 3 3 3 3 3 3
Table 3.3.9-InDirect Attainment of POs (20%)for AY CAY2018-19
Assessment tools/PO a b c d e f g h i j PSO-1 PSO-2
Course exit survey 3 3 3 3 3 3 3 3 3 3 3 3
Student exit survey 3 3 3 3 3 3 3 3 3 3 3 3
alumni feedback 3 3 3 3 3 3 3 3 3 3 3 3
Employer Feedback 3 3 3 3 3 3 3 3 3 3 3 3
Average 3 3 3 3 3 3 3 3 3 3 3 3
Table 3.3.10-InDirect Attainment of POs (20%) for CAYm12017-18
Assessment tools/PO a b c d e f g h i j PSO-1 PSO-2
Course exit survey 3 3 3 3 2 3 3 3 3 3 3 3
Student exit survey 3 3 3 3 3 3 3 3 3 3 3 3
alumni feedback 3 3 3 3 3 3 3 3 3 3 3 3
Employer Feedback 3 3 3 3 3 3 3 3 3 3 3 3
Average 3 3 3 3 3 3 3 3 3 3 3 3
Table 3.3.11-InDirect Attainment of POs (20%) for CAYm2.2016-17
52
Assessment Method a b c d e f g h i j PSO-1 PSO-2
Direct Assessment 2.8 2.4 2.4 2.2 2.0 2.0 2.1 2.3 2.2 2.2 2.3 2.0
Indirect Assessment 3 3 3 3 3 3 3 3 3 3 3 3
Assumed Attainment Level 2 2 2 2 2 2 2 2 2 2 2 2
Actual PO attainment 2.9 2.7 2.7 2.6 2.5 2.4 2.35 2.65 2.6 2.6 2.65 2.5
PO Attained Y Y Y Y Y Y Y Y Y Y Y Y
Table 3.3.12 - Final PO attainment for AY.2018-19
Fig 3.3 PO Attainment for CAY (2018-19)
Assessment Method a b c d e f g h i j PSO-
1
PSO-
2
Direct Assessment 2.8 2.4 2.4 2.2 2.0 2.0 2.1 2.3 2.2 2.2 2.3 2.0
Indirect Assessment 3 3 3 3 3 3 3 3 3 3 3 3
Assumed Attainment Level 1.75 1.75 1.75 1.75 1.75 1.75 1.75 1.75 1.75 1.75 1.75 1.75
Actual PO attainment 2.9 2.7 2.7 2.6 2.5 2.4 2.35 2.65 2.6 2.6 2.65 2.5
PO Attained Y Y Y Y Y Y Y Y Y Y Y Y
Table 3.3.13 - Final PO attainment for AY.2017-18
0
0.5
1
1.5
2
2.5
3
3.5
a b c d e f g h i j PSO-1 PSO-2
PO Attainment for CAY
Direct
Indirect
Actual Attainment
53
Fig 3.4 PO attainment for CAY.2017-18
Assessment Method a b c d e f g h i j PSO-1 PSO-2
Direct Assessment 2.8 2.4 2.4 2.2 2.0 2.0 2.1 2.3 2.2 2.2 2.3 2.0
Indirect Assessment 3 3 3 3 3 3 3 3 3 3 3 3
Assumed Attainment Level 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5
Actual PO attainment 2.9 2.7 2.7 2.6 2.5 2.4 2.35 2.65 2.6 2.6 2.65 2.5
PO Attained Y Y Y Y Y Y Y Y Y Y Y Y
Table 3.3.14 -Final PO attainment for AY.2016-17
Fig 3.5 PO attainment for CAY.2016-17
0
0.5
1
1.5
2
2.5
3
3.5
a b c d e f g h i j PSO-1 PSO-2
PO Attainment for CAY
Direct
Indirect
Actual Attainment
0
0.5
1
1.5
2
2.5
3
3.5
a b c d e f g h i j PSO-1 PSO-2
PO Attainment for CAY
Direct
Indirect
Actual Attainment
54
CRITERION 4 Students’ Performance 200
Intake Information:
Item
CAY 2018-
19
CAYm1 2017-18
CAYm2 2016-17
CAYm3 2015-16
CAYm4 2014-15
CAYm5 2013-14
Sanctioned intake strength of the program (N) 60 60 60 60 60 60
Total number of students, admitted through
state level counseling(N1) 17 33 41
56
55
63
Number of students, admitted through Institute
level quota (N2) 00 00 00
00
00
00
Number of students, admitted through lateral
entry (N3) -- 24 30 31
31
15
Total number of students admitted in the Program (N1 + N2
+ N3) 17 57 71
87
86
78
CAY – Current Academic Year
CAYm1- Current Academic Year minus1= Current Assessment Year
CAYm2 - Current Academic Year minus2=Current Assessment Year
minus 1 CAYm3 - Current Academic Year minus3=Current Assessment
Year minus 2 CAYm4 - Current Academic Year minus4=Current
Assessment Year minus 3 CAYm5 - Current Academic Year
minus5=Current Assessment Year minus 4
Year of entry
N1 + N2 + N3
(As defined above)
Number of students who have successfully
graduated without backlogs in any
semester/year of study (Without Backlog means no compartment or failures in any semester/year of study)
I Year II Year III Year
CAY 17
05
CAYm1
57 08 07
CAYm2
71 22 33 40
CAYm3 (LYG)
87 20 26 24
CAYm4 (LYGm1)
86 15 11 11
CAYm5 (LYGm2)
78 17 14 14
LYG – Last Year Graduate
LYGm1 – Last Year Graduate
55
minus 1 LYGm2 – Last Year
Graduate minus 2
Year of entry
N1 + N2 + N3
(As defined above)
Number of students who have successfully graduated (Students with
backlog in stipulated period of study)
I Year II Year III Year
CAY 17
17
CAYm1
57 27 21
CAYm2
71 27 46 42
CAYm3 (LYG)
87 37 48 38
CAYm4 (LYGm1)
86 41 24 24
CAYm5 (LYGm2)
78 53 35 32
4.1. Enrolment Ratio(20)
Enrolment Ratio= (N1+N2)/N
Item
(Students enrolled at the First Year
Level on average basis during the previous three academic years
including the current academic
year.
No of students
CAY
2018-19
CAY
2017-18
CAY
2016-17
CAY
2015-16
N1 17 33 41 56
N2 0 0 0 0
N 60 60 60 60
Enrollment Ratio
((N1+N2)/N)*100 28.33 55 68.33 93.33
Average Enrolment 61.25
Item
(Students enrolled at the First Year Level on average basis during the previous
three academic years including the current academic year)
Marks
>=90% Students
20
>=80% Students
18
>=70% Students
16
>=60% Students
12
>=50% Students
08
<50% Students
0
56
4.2. Success Rate in the stipulated period of the program(60)
4.2.1. Success rate without backlogs in any year of study(40)
SI= (Number of students who have passed from the program without backlog)/ (Number of
students admitted in the first year of that batch plus actually admitted in 2nd year via lateral entry)
Average SI = Mean of success index (SI) for past three batches
Success rate without backlogs in any year of
study=40×AverageSI
Item
Last Year Graduate,
(LYG)
Last Year Graduate Minus 1 Batch,
(LYGm1)
Last Year Graduate
Minus 2 Batch, (LYGm2)
Total number of students
(admitted through state level counseling + admitted through
Institute on level quota+
actually admitted through lateral entry) (N1 + N2 + N3)
87 86 78
Number of students who have passed without backlogs in the stipulated period
24 11 14
Success index (SI) 0.2758 0.1279 0.1794
Average SI 7.77
4.2.2. Success rate with backlog in stipulated period of study(20)
SI= (Number of students who have passed from the program in the stipulated period of course
duration)/(Numberofstudentsadmittedinthefirstyearofthatbatchplusactuallyadmittedin2nd year
via lateral entry)
Average SI = mean of success index (SI) for past three
batches Success rate = 20 × Average SI
Item
Last Year Graduate, (LYG)
Last Year Graduate Minus 1 Batch,
(LYGm1)
Last Year Graduate
Minus 2 Batch, (LYGm2)
Total number of students
(admitted through state level
counseling +admitted through Institute on level quota+
actually admitted through
lateral entry) (N1 + N2 +N3)
87 86 78
Number of students who have
passed with backlog in the
stipulated period
38 24 32
Success index (SI) 0.4367 0.2790 0.4102
Average SI
7.5
57
Note: If 100% students clear without any backlog then also total marks scored will be 60 as both
4.2.1 & 4.2.2 will be applicable simultaneously.
4.3. Academic Performance in First Year(25)
Academic Performance Level = 2.5 * Average API
API=((Meanof1stYearGradePointAverageofallsuccessfulStudentsona10pointscale)or(Meanofthe
percentageofmarksofallsuccessfulstudentsinFirstYear/10))x(successfulstudents/numberofstudents
appeared in the examination).
Successful students are those who are permitted to proceed to the second year.
Academic Performance CAYm1 CAYm2 CAYm3
Mean of CGPA or Mean Percentage of all successful students (X)
7.2 6.5 7
Total no. of successful students (Y) 8 22 20
Total no. of students appeared in the examination (Z) 32 36 49
API = X* (Y/Z) 1.8 3.79 2.85
Average API = (AP1 + AP2 + AP3)/3 2.81
4.4 Academic Performance in Second Year (20)
Academic Performance Level = 2.0 * Average API
API = ((Mean of 2ndYear Grade Point Average of all successful Students on a 10 point scale) or (Mean of
the percentage of marks of all successful students in Second Year/ 10)) x (successful students/number of
students appeared in the examination)
Successful students are those who are permitted to proceed to the final year
Academic Performance CAYm2 CAYm3 CAYm4
Mean of CGPA or Mean Percentage of all successful students (X)
7.2 6.7 7.9
Total no. of successful students (Y) 37 25 32
Total no. of students appeared in the examination (Z) 51 73 64
API = x* (Y/Z) AP1-5.22 AP2-2.29 AP3-3.25
Average API = (AP1 + AP2 + AP3)/3 3.59
4.5 Academic Performance in Final Year(15)
Academic Performance Level =1.5 * Average API (Academic Performance Index)
API = (Mean of Final Year Grade Point Average of all successful Students on a 10 point scale) or
(Mean of the percentage of marks of all successful students in Final Year/10) x (successful
58
students/number of students appeared in the examination)
Successful students are those who passed in all the final year courses
Academic Performance
Last Year Graduate,
(LYG)
Last Year Graduate Minus 1 Batch,
(LYGm1)
Last Year Graduate Minus 2 Batch,
(LYGm2)
Mean of CGPA or Mean Percentage of all successful students (X)
7.3 7.1 7
Total no. of successful students (Y) 46 34 46
Total no. of students appeared in the examination (Z) 77 49 53
API = x* (Y/Z) AP1-4.36 AP2-4.93 AP3-6.08
Average API = (AP1 + AP2 + AP3)/3 5.12
4.6 Placement, Higher Studies and Entrepreneurship (40)
Assessment Points = 40 X Average placement
Item
Last Year
Graduate, (LYG)
Last Year Graduate Minus 1 Batch,
(LYGm1)
Last Year Graduate Minus 2 Batch,
(LYGm2)
Total No. of Final Year Students (N) 79 49 53
No. of students placed in companies or Government
Sector (X) 24 21
07
No. of students admitted to higher studies (Y) 46 26 43
No. of students turned entrepreneur in the respective
field of engineering/technology (Z) 9 2 3
1.25X + Y +Z 85 54.25 54.75
Placement Index (P) : (1.25X + Y +Z)/N P1- 1.08 P2-1.11 P3-1.03
Average placement= (P1 + P2 + P3)/3 1.07
4.6. a. Provide the placement data in the below mentioned format with the name of the program and the assessment year (separately for CAYm1, CAYm2 and CAYm3):
AY-2017-18
Programs Name and Assessment Year
Sr.
No.
Name of the student
placed Enrollment no. Name of the Employer
1 CHARATI OMKAR PRAMOD 1409650004 Desai Engineers and Contractors,
Mahagaon
2 GHEJJI SOURABH SOMNATH 1409650014 JNET Technology, Mumbai.
3 JARKOLI VISHNUPANT NAGESH 1409650017 Desai Engineers and Contractors,
Mahagaon
4 GHOLASE VAIBHAV RAJENDRA 1509650007 Desai Engineers and Contractors,
59
Mahagaon
5 NIKAM HARISHCHANDRA D. 1509650010 N R Construction Gadhinglaj.
6 SABALE KOMAL ANANDA 1509650024 D.V. Mane and Associates, Pune.
7 ATTAR SHADAB SARDAR 1509650027 PAN Pune Engg. Services pvt.ltd Pune.
8 SAVANT VISHAL DATTATRAY 1509650037 Vishwanayak Construction and Consultant, Bhadgaon.
9 SURNAIK MEGHA LAHU 1509650042 Data Operator at SGMCOE,Mahagaon.
10 PATIL SARVADNYA B. 1509650056 N R Construction Gadhinglaj.
11 MORE AVADHUT ARUN 1509650263 N R Construction Gadhinglaj.
12 KOTAGI SOURABH SHANKAR 1509650272 Vishwanayak Construction and Consultant, Bhadgaon.
13 KOUJALGI DILIP APPASO 1609650225 Vishwanayak Construction and
Consultant, Bhadgaon.
14 SUTAR AKSHAY KALLAPPA 1609650227 PAN Pune Engg. Services pvt.ltd
Pune.
15 DESAI SHIVAJI ARUN 1609650234 L and T Construction ,Mumbai.
16 JADHAV VISHWANATH BHIMA 1509650047 Redbrick Company pvt.ltd Pune.
17 BHOI HARISH MANOHAR 1509650025 Creative Turnkey Project pvt. ltd Pune.
18 PATIL SUNIL MADHUKAR 1509650053 M J Associates, Pune.
19 MULLA SAMEER MALLIKAJAN 1609650230 Vishwanayak Construction and
Consultant, Bhadgaon.
20 KADUKAR AKASH APPASAHAB 1609650236 D.V. Mane and Associates, Pune.
21 DESAI SHEKHAR JAYARAM 1609650408 Vishwanayak Construction and
Consultant, Bhadgaon.
22 DESAI BABASAHEB
SOMAGONDA
1509650265 Desai Engineers and Contractors,
Mahagaon.
23 GAYAKWAD ANIL VIJAY 1609650216 N R Construction Gadhinglaj.
24 PATIL NITIN RAGHUNATH 1509650282 Desai Engineers and Contractors,
Mahagaon.
Table B.4.6a placement data in AY 2017-18
AY-2016-17
Programs Name and Assessment Year
S N Name of the student
placed Enrollment no. Name of the Employer
1 PATIL ROHIT SAKHARAM 1209650127 Talib and Shamsi construction pvt.ltd. Mumbai.
2 VENGURLEKAR PRASAD LAXMAN 1309650537 Vishwanayak Construction and
Consultant, Bhadgaon.
3 WAGH SWAPNIL VILAS 1309650541 Vishwanayak Construction and
Consultant, Bhadgaon.
4 NANWADEKAR AMIT DHONDIBA 1409650626 K.J Infrastructure pvt.ltd Mumbai.
SKAF Consrtuction
pvt.ltd.Mumbai.
5 PATIL SONALI INDER 1409650035 Prithvi Shelters pvt.ltd,Mumbai.
6 PATIL VISHAL VIRENDRA 1409650037 Irrigation Department Shahu
sugar factory, Kagal.
7 TADULE PRAVIN ANIL 1409650052 D.R Construction pvt.ltd ,Mumbai
8 JODAGUDRI SAVITARANI MAHADEV 1509650270 Shree Ram Builders and
Developers, Gadhinglaj.
9 CHAVAN AJINKYA MOHAN 1509650273 Vishwanayak Construction and
Consultant, Bhadgaon.
10 SAMANT GAURESH SHANKAR 1509650289 G.M Patil and Associates ,Ajara.
60
11 PATIL AKSHAY VISHNU 1409650028 Raj Infrastructure development
India pvt.ltd ,Mumbai.
12 PATIL YOGESH VIJAYKUMAR 1409650297 Vishwanayak Construction and
Consultant, Bhadgaon.
13 KURADE AKSHAY PANDURANG 1509650259 Tricon Infra build tech pvt.ltd,Pune
14 CHAVAN AJINKYA MOHAN 1509650273 Desai Engineers and Contractors, Mahagaon
15 REDEKAR PRAVIN PARASHARAM 1509650277 Vishwanayak Construction and Consultant, Bhadgaon.
16 KAMBLE VISHAL RAVINDRA 1509650278 N R Construction Gadhinglaj.
17 PATIL NIKHIL SUDHAKAR 1409650029 Vishwanayak Construction and Consultant, Bhadgaon.
18 SASULKAR ABHIJIT ASHOK 1209650127 Desai Engineers and Contractors, Mahagaon
19 AMBOLKAR MAYUR BALU 130965003 N R Construction Gadhinglaj.
20 PATIL ANIRUDDHA UDAY 1309650078 Desai Engineers and Contractors, Mahagaon
21 GAVADE SHITAL LAXMAN 1309650424 Desai Engineers and Contractors, Mahagaon
Table B.4.6a placement data in AY 2016-17
AY-2015-16
Programs Name and Assessment Year
Sr.N
o.
Name of the student
placed Enrollment no. Name of the Employer
1 KADAV ANANDA RAJARAM 1309650045 Desai Engineers and Contractors,
Mahagaon.
2 RATHOD ANIL DHIRU 1309650110 Srushti Associates, Pune.
3 PATIL ROHEET SAKHARAM 1209650140 Jain Engineers pvt.ltd Mumbai.
4 SAVANT MITHUN MARUTI 1209650151 Vishwanayak Construction and Consultant, Bhadgaon.
5 BUGADE SHARADA SURESH 1309650804 CAD Centre ,Kolhapur.
6 RAJGOLKAR JOTIBA DHONDIBA 1309650510 N R Construction Gadhinglaj.
7 SAWANT SWAPNIL RAMCHANDRA 1309650130 Desai Engineers and Contractors,
Mahagaon.
Table B.4.6a placement data in AY 2015-16
4.7 Professional Activities(20)
4.7.1 Professional societies / student chapters and organizing technical events(10)
(The Department shall provide relevant details w.r.t following points)
A. Availability of Professional Societies/Chapters & Relevant activities(05)
B. Number, quality of engineering events(05)
61
AY-2018-19
Date Event Name Details Professional Society
07-03-2018 Two Day Workshop
on „Total Station‟
Technical information about
advance survey instrument.
Sant Gajanan Maharaj Rural Polytechnic,
Mahagaon. (Civil department)
28-9-2018 Annutara2k-18 Be Professional
(Mock-placement)
Personality development, soft skill development organized by
Civil Department
Sant Gajanan Maharaj Rural Polytechnic,
Mahagaon. (Civil Department)
2/08/18 to 4/08/18
Entrepreneurship Awareness Camp
3 days Entrepreneurship Awareness Camp is organized
Sant Gajanan Maharaj Rural Polytechnic, Mahagaon. (Civil department)
23/01/2019
One Day Workshop
on „Modern Software in civil engineering‟
A study of Different softwares
using in civil engineering field.
Sant Gajanan Maharaj Rural Polytechnic,
Mahagaon. (Civil department)
CAY 2017-18
Date Event Name Details Professional Society
16-9-2017
Annutara
2k17Gurutvadhara
(Model Making)
Cantilever beam design.
Size- 40cm X 5cm X 5cm. Material-Std.Pop Sickle
sticks/ice sticks.
Sant Gajanan Maharaj Rural
Polytechnic, Mahagaon.
(Civil department)
28-12-2017 to
30-12-2017 EAC
3 days Entrepreneurship
Awareness Camp is organized
Sant Gajanan Maharaj Rural
Polytechnic, Mahagaon.
( Civil Department)
2-2-2018 to 5-
2-2018
Three Days Workshop
on „Civil Engineering Software‟
A study of Different software‟s
using in civil engineering field.
Sant Gajanan Maharaj Rural Polytechnic, Mahagaon.
( Civil Department)
CAY 2016-17
Date Event Name Details Professional Society
7-10-2016 Annutara 2k16Tall
Building
To introduce tall building,
Industrial approach to projects.,
Modeling, Analysis & Design,
Live Demonstration & practical examples, CAD Based analysis
on practical approach to tall
building by Civil department
Sant Gajanan Maharaj Rural
Polytechnic, Mahagaon.( Civil
Department)
CAY 2015-16
Date Event Name Details Professional Society
11-9-2015 Annutara 2k15 Bridge
Designing
Principle of bridge designing,
Design & fabricate bridge,
Testing of bridge with maximum load.
Sant Gajanan Maharaj Rural
Polytechnic, Mahagaon.(Civil
department) In collaboration with IIT,Madras.
4.7.2 Publication of technical magazines, newsletters, etc.(05)
(The Department shall list the publications mentioned earlier along with the names of the editors,
publishers, etc.)
A. Quality & Relevance of the contents and Print Material(3)
B. Participation of Students from the program(2)
62
List of Publications:
College Magazine-Samagra – Yearly Publication
Departmental Newsletter BUILDO–Twice in a year
Publication Description Editor/Author Publisher
In CAY 2017-2018
Department Newsletter BHUIMBAR SWAPNALI P. Department Newsletter
Department Newsletter TELVEKAR PRIYANKA R. Department Newsletter
Department Newsletter HUKKERI UPENDRAKUMAR S. Department Newsletter
Department Newsletter NALAWADE KIRTIRAJ S. Department Newsletter
In CAY 2016-2017
Department Newsletter HEBALKAR VRINDA S. Department Newsletter
Department Newsletter SABALE KOMAL ANANDA Department Newsletter
Department Newsletter SAMANT GAURESH S. Department Newsletter
Department Newsletter BHALEKAR PRIYANKA U. Department Newsletter
Department Newsletter BHOSALE DIGAMBAR D. Department Newsletter
In CAY 2015-2016
Department Newsletter AMBI AKANKSHA S. Department Newsletter
Department Newsletter APTEKAR KRISHNA S. Department Newsletter
Department Newsletter GHUGARE SANDESH S. Department Newsletter
Department Newsletter SWAMI KRUTANT S. Department Newsletter
4.7.3 Participation in inter-institute/state/national events by student soft he program of study(05)
(The Department shall provide a table indicating participation, award, and recognition.) Year 2018-19
Sr no
Type of Activity
Date
Number of
beneficiary
students.
Organizing body
and organizing
institute
Awards(Winner/Participation
Level(State /National)
Relevance to POs. and PSO
01 Mock Placement
28/09/2018 07 SGMR Polytechnic,
Mahagaon.
Participation-06 Runner-01
National a,b,c,d,h,i,j,PSO2
02 Robotics 28/09/2018 02 SGMR
Polytechnic,
Mahagaon.
Winner National a,b,c,d,h,i,j,PSO
2
03 Quiz Competiti
on
28/09/2018 01 SGMR Polytechnic,
Mahagaon.
Winner National a,b,c,d,h,i,j,PSO2
04 Lan
Gaming
28/09/2018 02 SGMR
Polytechnic,
Mahagaon.
Winner National h,i,j
05 Paper
presenta
tion
03/09/2018 04
RIT,ISLAMPUR-
02
Winner National a,b,c,d,h,i,j,PSO
2
DBSIET-02
AY 2017-18
Sr no
Type of Activity
Date Number of beneficiary
students.
Organizing body and organizing
institute
Awards(Winner/Participation
Level(State/National)
Relevance to POs. and PSO
01 Quiz -
SGMRP
28/09/201
8
03 SGMR
Polytechnic, Mahagaon.
Participation National
a,b,c,d,h,i,j,PSO
2
02 Paper
Presentati
on SGMRP
28/09/2018
02 SGMR Polytechnic,
Mahagaon.
Participation National
a,b,c,d,h,i,j,PSO2
63
03 CANTILEV
ER
BRIDGE
DESIGN-
SGMRP
28/09/201
8
37 SGMR
Polytechnic, Mahagaon.
Participation National
a,b,c,d,h,i,j,PSO
2
04 Poster
Presentati
on- SGI
ATIGRE
28/09/201
8
02 SGMR
Polytechnic,
Mahagaon.
Participation National
e,f,h,i,j
Year 2016-17
Sr n
o
Type of Activity Date Number of beneficiary
students
Organizing body and
organizing institute
Awards(Winner/Participation
Level(State/National)
Relevance to POs. and PSO
0
1
Model Making
(A & E Association
GADHINGLAJ)
28/09/201
8
12 SGMR
Polytechnic,
Mahagaon
.
Participation National a,b,c,d,h,i,j,PSO
2
0
2
AutoCAD(ADS
COLLEGE)
28/09/201
8
03 SGMR
Polytechnic,
Mahagaon
.
Participation National
a,b,c,d,h,i,j,PSO
2
03
BRIDGE DESIGN-
SGMRP
28/09/2018
28 SGMR Polytechni
c,
Mahagaon
.
Participation National
a,b,c,d,h,i,j,PSO2
04
ENIGMA( Walchand
college)
28/09/2018
01 SGMR Polytechni
c,
Mahagaon.
Participation National
a,b,c,d,h,i,j,PSO2
05
Spot Photography(A
DS College)
28/09/2018
05 SGMR Polytechni
c,
Mahagaon.
Participation National
a,b,c,d,h,i,j,PSO2
06
Survey War(VVIT Pal)
28/09/2018
01 SGMR Polytechni
c,
Mahagaon.
Participation National
a,b,c,d,h,i,j,PSO2
07
Quiz -SGMRP 28/09/2018
02
SGMR Polytechni
c,
Mahagaon.
Participation National a,b,c,d,h,i,j,PSO2
64
CRITERION 5
Faculty Information and Contributions
150
Faculty Information: CAY (2018-19)
Nam
e o
f th
e F
acu
lty M
em
ber
Qu
alifi
cati
on
Un
iversit
y a
nd
Year o
f G
rad
uati
on
Desig
nati
on
an
d d
ate
of
Jo
inin
g t
he
insti
tuti
on
Distrib
ution of Teaching Load (%)
Academic Research
Years
of experience
Nature of
Association
(Regular/
Contract)
Date
of
leavi
ng
a
b
c
Research
Paper
Publicati
ons
Faculty
Receiving
M.Tech/
Ph.D.
during the Assessment Year
MR.
CHOUGALE V.S.
BE ,
MBA
2012
I/C HOD
17/06/2013
100 NO 6 years Regular
MR. MALI N.R.
M.E(C&
M)
B.E
SRTMU,
Nanded
2013
Lecturer
20/12/20
13
100
2016
5 years Regular
MR.DESAI A.P.
M.E(C&
M)
BE
(CIVIL)
Shivaji universi
ty 2012
Lecturer 16/06/20
14
100 2015 5 years Regular
MR.JANGALI
B.K.
BE
(CIVIL)
Shivaji
universi
ty 2013
Lecturer
16/06/20
14
100 NO 4 years Regular
MR.KAVILAKA
R R.R.
BE
(CIVIL)
Shivaji
universi
ty 2017
Lecturer
02/07/20
18
100 NO 1 year Contract
MR.KHOT M.D. BE
(CIVIL)
Shivaji universi
ty
2017
Lecturer
02/07/2018
100 NO
1 year Regular
MISS.PATIL
U.S
BE
(CIVIL)
Shivaji
universi
ty 2017
Lecturer 01/01/20
18
100 NO 1years Contract
30/03/2019
MR.TARAL M.Y
MSC.BE
D .(CHEM)
Shivaji
university
Lecturer
02/06/2008
25 NO 11 years Regular
MISS.SAMPAK
AL S.R
MSC.BED.
(MATHS
Shivaji universi
ty
Lecturer 06/06/20
12
25 NO 7 years
Regular
65
) 2009
MR.KUMBHAR.
V.A
MSC.BED
.(PHY)
Shivaji universi
ty
Lecturer 15/09/20
16
25 NO 2 years Regular
MISS KOLI B.M
MA.BED .(ENG)
Shivaji
universi
ty
Lecturer
01/06/20
12
25 NO 10 years Regular
MR.KORI V.R
BE(Shiv
aji universit
y)
2016
Shivaji universi
ty
Lecturer 01/10/20
08
25 NO
10 years Regular
Total 700 125
CAY (2017-18)
Nam
e o
f th
e F
acu
lty M
em
ber
Qu
alifi
cati
on
Un
iversit
y a
nd
Year o
f G
rad
uati
on
Desig
nati
on
an
d d
ate
of
Jo
inin
g t
he
insti
tuti
on
Distrib
ution of Teaching Load (%)
Academic Research
Years
of experience
Nature of
Association
(Regular/
Contract)
Date
of
leavi
ng
a
b
c
Research
Paper
Publications
Faculty
Receiving
M.Tech/
Ph.D. during the Assessment Year
MR. CHOUGALE
V.S.
BE , MBA
2012 I/C HOD 17/06/20
13
100 NO 5 years Regular
MR. MALI N.R. M.E(C&
M)
B.E
SRTMU, Nanded
2013
Lecturer 20/12/20
13
100
2016
4 years Regular
MR.DESAI A.P.
M.E(C&M)
BE
DCE
Shivaji
university 2012
Lecturer
16/06/2014
100 2015 4 years Regular
MR.JANGALI B.K.
BE DCE
Shivaji
university
2013
Lecturer
16/06/2014
100 NO 3 years Regular
MR.PATIL.P.M BE
(CIVIL)
Shivaji universit
y
2016
Lecturer
01/01/2017
100 NO 02 years Contract 24/05/2018
MS.AMBI.S.A.. BE
(CIVIL)
Shivaji
university
2016
Lecturer
02/07/20
17
100 NO 02 years Contract 30/04/2018
66
Miss..PATIL
U.S
BE
(CIVIL)
(Shivaji
universit
y)
Lecturer 01/01/20
18
100 NO Contract
MR.TARAL M.Y
MSC.BED
.(CHEM
)
Shivaji
university
Lecturer
02/06/2008
25 NO 10 years Regular
MR.KUMBHAR.
V.A
MSC.BE
D .(PHY)
Shivaji
university
Lecturer
02/06/2008
25 NO 1 years Regular
MISS KOLI
B.M
MA.BED
.(ENG)
Shivaji universit
y
Lecturer 01/06/20
12
25 NO 09 years Regular
Miss.Sankapal
S.R.
MSC
Bed (Maths)
Shivaji universit
y
Lecturer 06/06/20
12
25 NO Regular
Mr.Dewarde A.A.
BE (CIVIL)
Shivaji
university
2016
Lecturer
10/01/2017
100 NO 01 years Contract 31/05/2018
MR.KORI V.R BE
(AUTO)
(Shivaji universit
y)
2016
Lecturer
01/10/2008
25 NO
09 years Regular
Total 800 125
CAY (2016-17)
Nam
e o
f th
e F
acu
lty M
em
ber
Qu
alifi
cati
on
Un
iversit
y a
nd
Year o
f G
rad
uati
on
Desig
nati
on
an
d d
ate
of
Jo
inin
g t
he
insti
tuti
on
Distrib
ution of Teaching Load (%)
Academic Research
Years
of experience
Nature of
Association
(Regular/
Contract)
Date
of
leavi
ng
a
B
c
Research
Paper
Publications
Faculty
Receiving
M.Tech/
Ph.D. during the Assessment Year
MR.
CHOUGALE
V.S.
BE ,
MBA
2012
I/C HOD
17/06/20
13
100 NO 4 years Regular -
MR. MALI N.R. M.E(C&
M)
B.E
SRTMU, Nanded
2013
Lecturer 20/12/20
13
100
2016
3 years Regular
67
MR.DESAI A.P.
M.E(C&
M) BE
(CIVIL)
Shivaji
universit
y 2012
Lecturer
16/06/20
14
100 2015 3 years Regular
MR.JANGALI
B.K.
BE
(CIVIL)
Shivaji
universit
y
2013
Lecturer
16/06/20
14
100 NO 2 years Regular
MR.PATIL.P.M
BE (CIVIL)
Shivaji
university
2016
Lecturer
01/01/20
17
100 NO 01 years Contract
MS.AMBI.S.A.. BE
(CIVIL)
Shivaji universit
y
2016
Lecturer
02/07/2018
100 NO 01 years Contract
Miss.Sankapal
S.R.
MSC
Bed (Maths)
Shivaji
university
Lecturer
06/06/2012
25 NO Regular
MR.TARAL M.Y
MSC.BED
.(CHEM
)
Shivaji
university
Lecturer
02/06/2008
25 NO 09 years Regular
MR.KUMBHAR.
V.A
MSC.BE
D .(PHY)
Shivaji
university
Lecturer 15/09/20
16
25 NO Regular
MISS KOLI
B.M
MA.BED
.(ENG)
Shivaji universit
y
Lecturer 01/06/20
12
25 NO 08 years Regular
Mr.Dewarde
A.A.
BE
(CIVIL)
Shivaji
universit
y 2016
Lecturer
10/01/20
17
100 NO 01 years Contract
MR.KORI V.R BE
(AUTO)
(Shivaji
university)
2016
Lecturer
01/10/20
08
25 NO
08 years Regular
Total 700 125
68
CAY (2015-16)
Nam
e o
f th
e F
acu
lty M
em
ber
Qu
alifi
cati
on
Un
iversit
y a
nd
Year o
f G
rad
uati
on
Desig
nati
on
an
d d
ate
of
Jo
inin
g t
he
insti
tuti
on
Distrib
ution of Teaching Load (%)
Academic Research
Years
of experience
Nature of
Association
(Regular/
Contract)
Date
of
leavi
ng
a
B
c
Research
Paper
Publications
Faculty
Receiving
M.Tech/
Ph.D. during the Assessment Year
MR. CHOUGALE
V.S.
BE , MBA
2012 I/C HOD 17/06/20
13
100 NO 3 years Regular -
MR. MALI N.R. M.E(C&
M)
B.E
SRTMU, Nanded
2013
Lecturer 20/12/20
13
100
2016
2 years Regular
MR.DESAI A.P.
M.E(C&M)
BE
(CIVIL)
Shivaji
university 2012
Lecturer
16/06/2014
100 2015 2 years Regular
MR.JANGALI B.K.
BE (CIVIL)
Shivaji
university
2013
Lecturer
16/06/2014
100 NO 1 years Regular
Mr.Khatawkar.S.R BE
(CIVIL)
Shivaji universit
y
2016
Lecturer
25/06/2014
100 NO 01 years Contract
30/05/2015
MR.SANGALE.R.R
BE (CIVIL)
Shivaji
university
2016
Lecturer
25/06/20
14
100 NO 01 years Contract
25/5/2015
Miss.Sankapal S.R.
MSC Bed
(Maths)
Shivaji universit
y
Lecturer 06/06/20
12
25 NO Regular
MR.TARAL M.Y
MSC.BE
D .(CHEM
)
Shivaji
universit
y
Lecturer
02/06/20
08
25 NO 08 years Regular
MR.KUMBHAR.V.A
MSC.BE
D
.(PHY)
Shivaji
universit
y
Lecturer
15/09/20
16
25 NO Regular
MISS KOLI
B.M
MA.BED
.(ENG)
Shivaji
university
Lecturer
01/06/2012
25 NO 07 years Regular
MISS.DESAI. N. B
BE (CIVIL)
Shivaji
university
2016
Lecturer
15/06/20
15
100 NO 1 years Contract
30/05/2016
69
MR.KORI V.R BE
(AUTO)
(Shivaji
universit
y) 2016
Lecturer 01/10/20
08
25 NO
07 years Regular
Total 700 125
CAY – Current Academic Year
CAYm1- Current Academic Year minus1= Current Assessment Year
CAYm2 - Current Academic Year minus2=Current Assessment Year minus 1
CAYm3- Current Academic Year minus3=Current Assessment Year minus 2
5.1. Student-Faculty Ratio (SFR)(25)
S:Fratio=N/F;F=No.offaculty=(a+b)foreveryassessmentyear a:
Faculty of the specific program/ department considering fractional load
b: Faculty serving this program from other Program / department considering fractional load
c: Faculty of this program serving other program/ department considering fractional load
Note: Fractional load calculation
1. Faculty taking physics course is having 50% of allocated load of first year civil
engineering students, 25% load of first year mechanical engineering and 25%
load of electrical engineering then the fractional load contribution will be 0.50 for
civil engineering, 0.25 each for mechanical and electrical engineering.
2. Similarly fractional load to be calculated for inter department/program work
load distribution.
Regular Faculty means:
Minimum 75% should be Regular/ full time faculty and the remaining shall be Contractual Faculty as per AICTE
norms and standards.
The contractual faculty (doing away with the terminology of visiting/adjunct faculty, whatsoever) who
have taught for 2 consecutive semesters in the corresponding academic year on full time basis shall be
considered for the purpose of calculation in the Student Faculty Ratio.
N=No. of students = Sanctioned Intake + Actually admitted lateral entry students
Year N F SFR=N/F
CAY 204 12 17
CAYm1 210 13 16.15
CAYm2 212 12 17.67
51
Average SFR 17
Marks to be given proportionally from a maximum of 25 to a minimum of 10 for average SFR
between 25:1 to 30:1, and zero for average SFR higher than 30:1. Marks distribution is given as
below:
< = 25 - 25Marks
70
< = 26 - 22Marks < = 27 - 20Marks < = 28 - 15Marks
< = 29 - 12Marks < = 30 - 10Marks
> 30 - 0Marks
5.1.1. Provide the information about the regular and contractual faculty as per the format mentioned
below:
Total number of regular
faculty in the
department
Total number of
contractual faculty
in the department
CAY 10 02
CAYm1 09 04
CAYm2 09 03
Table 5.1.1
5.2. Faculty Qualification(25)
5.2.1 Faculty Qualification Index(20)
FQ=2.0*(10x+7y)/Fwherexisno.offacultywithM.Tech.(incaseofhumanitiesandscienceM.Phil./Ph.D.) and y
is no. of faculty with B.Tech. (In case of humanities and science MA/M.sc), F is no. of faculty required to
comply 1:25 Faculty Student Ratio.
Years X Y F FQ=2.0* (10x +7y)/F
CAY 0 12 8 21
CAYm1 0 13 8 22.75
CAYm2 0 12 8 21
Average Assessment 21.58
Table 5.2.1
5.2.2 Availability of Faculty/principal of that discipline with Ph.D. Qualification (05)
Name of Principal: - Dr. Sanjay Dabhole
Ph.D – (University Institute of Engineering and Technology Chhatrapati Shahu Ji Maharaj University, Kanpur- INDIA)
MIE, M.E. - E&TC, B.E. ETRX.
Principal, SGMR Polytechnic, Mahagaon
Reviewer of 256 International research and technical Journals.
Bharat Vidya Shiromani Award & Certificate of Education Excellence by Indian Solidarity Council, New
Delhi. 2017
Published 10 Research Papers in International Journals & 12 in Conferences.
Board of Study Member at KIT, Kolhapur & G.P. , Kolhapur
71
5.3. Faculty Retention(20)
No. of regular faculty membersinCAYm1=11 CAY=9
Item
(%offacultyretainedduringtheperiodofassessmentkeepingCAYm2asbase year)-12
Marks
>= 90% of required Faculties retained averaged over the period of assessment
keeping CAYm2 as base year
20
>= 75% of required Faculties retained averaged over the period of assessment
keeping CAYm2 as base year
75
>= 60% of required Faculties retained averaged over the period of assessment
keeping CAYm2 as base year
10
>= 50% of required Faculties retained averaged over the period of assessment
keeping CAYm2 as base year
5
<50% of required Faculties retained averaged over the period of assessment
keeping CAYm2 as base year
0
5.4. Faculty as participants in Faculty development/training activities conducted by
other organizations (30)
A Faculty scores maximum five points for participation
Participantin1to2daysFaculty/facultydevelopmentprogram:1Points
Participantin3to5daysFaculty/facultydevelopmentprogram:2Points
Participant>5daysFaculty/facultydevelopmentprogram:5points
Name of the Faculty
Max. 5 per Faculty
CAY
18-19
CAYm1
17-18
CAYm2
16-17
MR. CHOUGALE V.S 3 05 0
MR. MALI N. R 6 4 4
MR.JANGALI B.K. 4 4 2
Mr.DESAI A.P. 5 4 4
MR.KAVILKAR R.R 0 0 0
MR.PATIL U.S 0 0 0
MR.M.D. KHOT 0 0 0
MR.PATIL.P.M 0 0 0
71
MS.AMBI.S.A.. 0 0 0
MR. DEVARDE.A.A 0 1 0
MR.TARAL M.Y 0 0 1
MISS.SAMPAKAL S.R 0 0 0
MR.KUMBHAR.V.A 0 1 0
MISS KOLI B.M 0 0 0
MR.KORI V.R 0 0 0
Sum 18 19 11
RF= Number of Faculty required to comply with 25:1
Student-Faculty ratio as per 5.1
8 8 8
Assessment = 6 × Sum/0.5RF (Marks limited to 30) 27 28.5 16.5
Average assessment over three years
(Marks limited to 30) =
24
5.5. a. Organized/ Conducted FDPs and STTP by this department at State / National Level (12)
Minimum 2 days program
2 points per program (max. up to 12marks)
Sr
no
Date/AY Name of FDP Resource Person State/National
Level
Duration No of
Beneficiary
1 2016-17 Workshop on
STAAD PRO
Structural software
Mr .Nadaf.A B State Level 2 weeks 18
2 2016-17 Annutara 2k16Tall
Building
Mr.Patil.S.B National Level 2 Days 20
3 2017-18 Workshop on E
Tendering.
Mr. Pramod
Farakte
State Level 2Days 22
4 2017-18 Annutara
2k17Gurutvadhara
(Model Making)
Mr. Pramod
Farakte
National Level 2 Days 16
5 2018-19 One Day Workshop
on „Total Station‟ Mr .Virgonda. patil State Level 2 Days 25
6 2018-19 Annutara2k-18
Be Professional
(Mock-placement
Mr.Narvekar. S.B National Level 2 Days 28
Table 5.4Details of FDP
5.5 b. Product development, Consultancy, Manufacturing contracts, testing contracts (08)
Sr no Type of Work Date/Year Customer Revenue
Generated
1 Concrete Cube Testing 2018-19 Desai Engineers and contractors
5000
72
2 Soil Testing 2018-19 Vishwnayak
construction
2000
3 Brick Testing 2017-18-19 NR Construction 4000
4 Total station survey at village area 25-4-2018 to
30-04-2018
V P Construction 20000
Table 5.5 Consultancy work details
Product development, Consultancy, Manufacturing contracts, Testing Contracts resulting into revenue
generation
5.6 Faculty Performance Appraisal and Development System (FPADS)(30)
An effective performance appraisal system for Faculty is vital for optimizing the contribution of
individual Faculty to institutional performance
A. A well-defined FPADS instituted for all the assessment years (05)
B. Its implementation and effectiveness(15)
C. Details of qualification up-gradation of faculty(10)
5.6 A)-Faculty Appraisal and Development System (FADS) for the Faculty Members of Sant Gajanan
Maharaj Rural Polytechnic, Mahagaon, Tal-Gadhinglaj, Dist-Kolhapur-416503.
1. Preamble
The SGMRP has committed to move on the path of excellence with a clear vision for quality of education for rural
students for supervisory roles. Image of any academic institution is determined by the quality of its faculty, their research and academic achievements. The SGMRP must provide full freedom to the faculty members in performing
academic work of their choice within a framework of MSBTE. So, it is necessary to periodically review the faculty
performance to ensure the following.
1. The work done by faculty is in tune with the MSBTE and modern engineering practices.
2. The teachers continuously benchmark against the best in the region and set high standards of teaching and
learning.
3. SGMRP rewards high performers and motivates underperformers.
Faculty Appraisal and Development System (FADS) should focus on the delivery by quality faculty in different activities
they undertake. Faculty at any SGMRP is expected:
a) To teach in the Academic Programmes including PDP / FDP / Training Programmes of similar type.
b) To teach and guide students in the diploma in Engineering Programmes.
c) To carry out research, publish papers in scholarly journals and to arrange different student oriented activities
from government, national and international agencies.
d) To organize national / international workshops / seminars / conferences / conventions / conclaves /summit.
e) To undertake consultancy assignments.
f) To undertake institution building activities.
It is in relation to each of these activities that a faculty member‟s contribution needs to be measured and a suitable
mechanism needs to be evolved.
2. Work Norms (Expected Minimum Work Output)
Minimum performance expected from a SGMRP faculty in an academic year is six courses (of 20 credits TH/PR) or equivalent units. It is expected that faculty member require devoting 36 weeks to teach a Theory and practical of 12-20
credits for odd and even semesters which include plans of TH/PR, teaching, preparations, assignments / practical / projects/ term work/ question paper setting and evaluation etc. Hence, they would be required to devote 720 working
hours in any academic year.
Therefore, the SGMRP follows the semester system it turns out to be 12-20 hours teaching load in a week as per AICTE
73
norms.
For other academic activities (Ind. visits, guest lectures, practical, research, training, publication, academic
administration etc.) faculty members‟ contribution needs to be measured with appropriate “teaching unit” equivalence. These equivalence needs to be work out based on output rather than input and a suitable mechanism needs to be
evolved.
To facilitate the process, the academic calendar should begin from june-12 of an academic year to may 20 of the next
year as per direction received from MSBTE, Mumbai.
3. Quality Assurance
For emphasizing quality in all endeavors, the following broad criteria should be used for different activities.
1. Academic Programmes
a) Remedial teaching
b) Development of teaching aids, course material
c) Students feedback
2. PDP, Any Other Training Programme
a) middle management Level programs (EDP, IIPC, soft skill)
b) Participants‟ feedback
c) New Programmes floated according to clientele needs
3. Research Publications
a) National / International (conference/Journals)
b) Books / Book Chapters in reputed Publishing house
4. Workshops / Seminars /Conferences
a) Coordinator of the Programme
b) Members of the Programme
5. Institution building activities
a) Chairmanship of Various Committees of the SGMRP
b) Membership of Various Committees of the SGMRP
c) Membership of other Statutory Bodies of the SGMRP
4. Faculty Performance Review
The process of appraisal will consider, in addition to quantitative evaluation on the basis of faculty work norms, evaluation on qualitative performance which is reflected through the positive contribution of an individual faculty in
overall development of the SGMRP and the subject area of specialization, feedback of the academic activities like
teaching in academic programme, PDP or training programmes of similar type. Hence, the feedback for teaching, training and research shall be an integral part of the faculty performance appraisal (Course Evaluation Feedback
Performa Attached at Appendix I).
The process for the performance appraisal system would be as follows.
(i) Maximum workload
(ii) PDP (or any other training programme of similar type) Load +Quality
(iii) Academic programs Load +Quality
(iv) Research and publications (Quantity +Quality)
(v) Workshops / seminars /conferences
(vi) Institution building activities
Principal/Heads will administer the feedback questionnaire to students for academic programmes and also for PDPs and
any other training programme of similar type. This information will be shared by the concerned Principal with the
Management. Consolidated feedback will be shared with the individual faculty members. No individual faculty will take
74
feedback on their own cases from Students /Trainees.
Faculty members shall receive the soft copy of the Performa for the academic plan and work performed from the office
(Annexure A& B by May 15 every year). They shall submit the same completed in every respect by May 30 or June 20 as the case may be to their respective Principal.
However, the course allocation meeting in the respective faculty area should also take place by first week of July every year. Principal along with faculty member, heads and academic coordinator should discuss the academic calendar of the
academic year.
Office shall compile these data along with the feedback for teaching, training and research. This will be followed by a
meeting of the individual faculty member with the Principal to complete the process of appraisal. The Appraisal Report
of the faculty members will be the basis for writing their
Annual confidential report.
Faculty Appraisal and Development System Committee (FADS-C) will be constituted periodically to undertake a comprehensive evaluation of the faculty members. The period could be 3 years and shall also include past
performances data. In addition to the students‟ feedback / PDP or any other training programme of similar type,
participants‟ feedback would be taken. Comprehensive evaluation would involve obtaining assessment of research outputs from internal / external experts. The committee will recommend for appropriate action for the high performing
and poor performing faculty members. Recommendation of the committee may be input to the selection committee at
the time of selection of the faculty to higher positions or academic incentives.
5. Incentives for the Faculty Members
The following are the suggested incentives/ rewards.
1. Longer duration placements in institutions of excellence through faculty exchange programme
2. Flexible norms for attending national and international seminars / conferences and MSBTE training may be introduced (faculty members may be permitted to attend two national conferences every year and one international
conference once in 3 years). This may be made more flexible in case of high performers as proposed
a) Lecturers/Heads scoring more than 16 unit points and Assistant Professors scoring more than 15 points, the reward would be attending one additional international conference in 2 years in addition to the existing norms
of international travel.
b) Lecturers/Heads scoring 18 units and above and Assistant Professors scoring 17 points and above, the reward
would be attending one additional international conference in 1 year in addition to the existing norms of international travel grant or payment of Rs. 50,000cash.
3. Grants for procurement of books, journals, memberships of professional society, procurement of software and
hardware etc., would be Rs 5000 on reimbursable basis.
4. Best Researcher and Trainer award be constituted annually. Modalities of such award should be worked out.
Above measures will promote a “performance centric academic culture at any SGMRP” and shall provide academic
freedom to the faculty members to plan their teaching, research and training agendas as per their specialization.
Faculty Appraisal and Development System (FADS) can be reviewed from time to time to make it effective and relevant
to the context.
6. Process for the development of work norms
Faculty members being the centrifugal force of any academic institution require performing many academic and other academic related administrative activities. Measurement of these activities, mostly intangible in nature, requires
dynamic approach. The most suitable approach for such type of situation is to develop work norms rather than job quantifications. These norms act as guidelines to the faculty members to select basket of academic activities by
themselves keeping in mind the MSBTE CIAAN norms.
BROAD GOALS FOR FACULTY WORK NORMS
75
1. Optimum utilization of faculty resources
2. Creating the right blend of academic activities based on ability and challenges in the field.
3. Balancing the work between activities which are non-remunerative and those for which faculty receives
additional compensation.
4. It can be used as a mechanism for faculty development.
5. It can be used as faculty performance measurement by incorporating the qualitative performance of the faculty
members.
ACTIVITY LIST
Faculty members require performing different types of academic activities. The lists of activities are:
1. Academic Programmes teaching
2. Open / sponsored / in-company PDP (or any other training programme of similar type) / On campus PDP or
MSBTE Training a(fee which no honorarium is paid)
3. Academic Administrative Service (secretary ship, Chairmanships, Committee memberships, etc.)
4. Professional Service (Organizing conferences / seminars / editing journal / membership of board / other
external committee etc.)
5. Publications (and presentations at National / International conferences)
6. Consultancy (Honorary or with Compensation)
BASIC CREDIT UNIT
For the purpose of developing such a broad guidelines “Academic Courses” is taken as the basic unit. The following is
recommended for quantification.
1. Courses with1Credit =0.5Unit
2. Courses with2Credits =0.8Unit
3. Courses with3Credits =1.1Unit
4. Courses with4Credits =1.4Units
5. Courses with5Credits =1.9Units
And likewise…
6. Practical courses with1credit =0.40
7. Practical courses with2credit =0.60
8. Practical courses with3credit =0.80
9. Practical courses with4credit =1.00
and likewise…
EQUIVALENCES
Work equivalence of other activities based on the expected time faculty members are required to devote.
Academic Activities Other Than Class Room Courses
1. Major Project Guidance(per group) 0.5*No of groups
2. Mini Project Guidance/Summer Internship
Project Guidance(per student) 0.1*No of group
All combined up to
maximum of 2
Units
All combined up to
maximum of 2
Units
76
PDP /FDP/EDP or Any Other Training Programme
Sponsored Fee Based(Open)
(i) Coordinating one – two weeks of PDP / = 1.0 Unit 0.8 Unit
(ii) Training Programme of Similar Type
(iii) Shorter duration of PDP / Training Programme of Similar Type between 1 and 5 days
1 Day = 0.20 Unit
2-3 Days = 0.30 Unit
4- 5 Days = 0.40 Unit Research / Publications
(i) Patents procured in the academic year =2.00 Unit
(ii) One refereed publication in International journal = 3.00 Unit
(The credit will be granted on final Acceptance of the paper depending upon the impact factor more than 1.0) (iii) One refereed publication in National Journal / One Publication = 2.00 Unit in refereed international
conference/proceedings.
(The credit will be granted on final acceptance of the paper)
(iv) Publication in refereed National conferences/proceedings = 1.00 Unit
(v) Course material development in the form of hard/soft No. = 1.00 Unit
(Copy of which must be made available to the Principal’s Office)
1. Patents procured in the academic year =2.00Unit
2. One refereed publication in International journal = 3.00 Unit
(The credit will be granted on final Acceptance of the paper depending upon the impact factor)
3. One refereed publication in National Journal /One Publication = 2.00UnitIn refereed
international proceedings.
(The credit will be granted on final acceptance of the paper)
4. Publication in refereed National proceedings = 1.00Unit
5. Course material development in the form of hard/soft No.= 0.40Unit (Copy of which
must be made available to the Principal‟s Office)
5. Editor, SGMRP Newsletter/magazine) (max. 0.5 Units)
(i) Editor, SGMRP Magazine = 0.50Unit
(ii) Member, Editorial Board, Newsletter and Magazine = 0.20 Unit
6. Coordinator, National Conference/symposium organized = 0.50 Unit (max. 0.5 Units)
Not more than 1 Unit
Not more than 1 Unit
77
7. .Funded Research Project/Resource Persons/courses/activities/consultancy = 1.0 Unit
(Individual/Institutional)
(Output is defined as a written research reports and release of funds (max. 1.0 Units)
8. Task Chairmanship/Coordinator ship/ In charge ship (Academic Administration)
(With maximum of 3.5 units) Since task chairmanships are very demanding, the following norms regarding workload are to be followed for different
position holders, as indicated below.
GENERAL OBSERVATIONS
The above norms are means to facilitate individual faculty members to plan and regulate their own activities and
also assess their performance in quantitative terms. The intent of these norms is not to control any faculty members but to help and guide activities of individuals as well as those of the SGMRP in a manner so that work goes on smoothly
through a balanced and coordinated participation of every member.
The units have been assigned on the basis of expected time required to be devoted for the performance of the academic activities and also to avoid double accounting for the same / similar academic activities. It is expected that
every care must be taken in the guidelines contained in this document so as to achieve the synergy.
Note:
The Faculty Appraisal and Development System (FADS) document may be subject to review after every three years.
(i) Principal
= 2.50 Unit
(ii) HOD‟s/AC/TPO
(iii) Wardens =1.00 Unit
= 1.00 Unit
= 2.00 Unit
=
1.00 Unit
(iv) Chairperson of other academic committees constituted by the Management =1.00 Unit (v) Members of institutional/dept. level
committees
(vi) Coordinator,=0.5
Training & Placements in
Members
= 0.5 Unit
= 0.5 Unit
(vii) Faculty members posted in
Administration
= 1.00 Unit
such as In charge Exam. Cell, RAC,DC, NBA etc.
(viii) Cultural /Sports/ Discipline/ Attendance/Timetable/
Grievance /Technical Purchase/Library/ Organizing Seminar Chairperson/ Convener Conference, Workshop/ Lab Management/ Repair/Coordinator for each Maintenance / Curriculum Development / Journal
Publication/committee = 0.5units;
(ix) Industrial/ RTI/Court/ Field etc. Members for each committee = 0.25 units
(x) Admission Counseling/ Internal vigilance/ Other Exam./RAC core committees. SGMRP Representatives Invigilators =0.2 Units
(As far as possible, the tasks headship should be assigned to the senior faculty members and whose academic
contribution are well-established and junior faculty members or faculty members whose academic contribution is not well established should be encouraged to devote more time for academic activities rather than on academic
administrative activities for their growth)
78
COURSE EVALUATION PROFORMA
(To be filled in by the Students)
Part II
Annexure –C
Teacher‟s Name
Subject Name with Code Sem. Date
Directions:
Please tick the (√ ) the rating
Unsatisfactory Satisfactory Good Very Good Outstanding
(1) (2) (3) (4) (5)
S. No. Parameter Rating
1 The objectives of this course were made clear to me
by this teacher
(1) (2) (3) (4) (5)
2 The teacher speaks and explains things clearly (1) (2) (3) (4) (5)
3 The teacher adheres to schedules and enforces discipline
(1) (2) (3) (4) (5)
4 This teacher is stimulating and interesting to listen
to
(1) (2) (3) (4) (5)
5 The lectures were well structured and focused on
the topics
(1) (2) (3) (4) (5)
6 The teacher has enthusiasm and concern for
students
(1) (2) (3) (4) (5)
7 The teacher has fair knowledge of the subject
matter
(1) (2) (3) (4) (5)
8 The teacher‟s method of teaching was effective (1) (2) (3) (4) (5)
9 Time spent on lecturing by the teacher for course coverage is
(1) (2) (3) (4) (5)
10 This teacher encourages students to raise pertinent questions and answers them.
(1) (2) (3) (4) (5)
(Signature of the student- optional)
For Office Use:
Total Score (words & figures):
Total Score (words & figures):
79
Assessment of the Faculty by the Principal
Part III
Annexure –D
Principal will indicate his/her evaluation of the faculty on each parameter by putting in the appropriate number in the
column.
Unsatisfactory Satisfactory Good Very Good Outstanding
(1) (2) (3) (4) (5)
S. No. Parameter Rating
1 Innovations/experiments introduced course
in the (1) (2) (3) (4) (5)
2 Contribution in Curriculum Development (1) (2) (3) (4) (5)
3 Organizing and participation in
seminars/workshops, special lectures, FDP‟s,
summer institutes etc.
(1) (2) (3) (4) (5)
4 Contribution to school/SGMRP
the corporate life of the (1) (2) (3) (4) (5)
5 Communication skills (oral and written) (1) (2) (3) (4) (5)
6 Initiative and adaptability (resourcefulness in handling normal and unforeseen problems and
willingness to take responsibilities in the new area
of work)
(1) (2) (3) (4) (5)
7 Ability to inspire and motivate (1) (2) (3) (4) (5)
8 Interpersonal relations and team work (1) (2) (3) (4) (5)
9 Integrity and trustworthiness (1) (2) (3) (4) (5)
10 General conduct (1) (2) (3) (4) (5)
For Office Use:
(Signature of the Principal)
FINAL ASSESSMENT OF FACULTY
The final faculty appraisal shall be on the basis of following procedure:
The conversion table for unit earned in Academic Activity Plan (Self-Appraisal) to marks shall be on the basis
of 8 units equivalent to 60 marks and 16 and above equivalent to 100 marks. (As per the work norms for the faculty members each member must earn minimum of 8 units.)
1. The table for the conversion is as follows:
Units Marks
8 60
Total Score(words & figures):
Total Score(words & figures):
80
9 65
10 70
11 75
12 80
13 85
14 90
15 95
16 and above 100
2. The feedback of the students, after taking the average of all the courses out of 50 should be converted to
100marks.
3. Principal‟s Assessment shall be made out of 50 marks which will be converted to 100marks.
Overall appraisal of the faculty would be done on the following basis:
(i) 60 % of Self-Appraisal
(Moderated and evaluated by the Principal/Vice Chancellor in presence of the faculty members as
the case may be)
(ii) 25 % of the students ‟feedback
(iii) 15 % of the Principal‟s assessment
(Overall appraisal = 0.6 * Self-appraisal + 0.25 * Students’ feedback +
0.15 * Principal’s)
These marks shall be further mapped using the following scale
(a) 80 and above =Outstanding
(b) 70 – 79 = Very Good
(c) 60 – 69 =Good
(d) 55 -59 =satisfactory
(e) Less than 55 =Unsatisfactory
Statistical information of Final Assessment of Faculty:
The overall Appraisal of the faculty member for the year( The overall Appraisal of the faculty member for the year(
( Signed by the Principal) ( Signed by the Principal)
81
A Y No of faculties (outstanding)
No of faculties (Very good)
No of faculties (Good)
No of faculties (Satisfactory)
2018-19 02 09 01 00
2017-18 03 10 00 00
2016-17 02 08 02 00
2015-16 03 05 04 00
5.7 C)DETAILS O F QUALIFICATION UP-GRADATION OF FACULTY(10)
year Total No of Faculty No of faculty
upgraded
Remark
CAY 12 1 M.E completed
CAYm1 13 1 M.E completed
CAym2 12 1 M.E completed
82
CRITERION 6
Facilities And Technical Support
100
6.1. Availabilityofadequate,well-equippedclassroomstomeetthecurriculumrequirements(10)
Room Description
Usage Shared / Exclusive
Capacity Rooms Equipped with
Class Room
No.1
Class room for FY
students
Exclusive 70 Projector, Black Board,
Chalk, Duster, Notice
Board
Class Room
No.2
Class room for SY
students
Exclusive 70 Projector, Black Board,
Chalk, Duster, Notice Board
Class Room No.3
Class room for TY students
Exclusive 70 Projector, Black Board, Chalk, Duster, Notice
Board
Seminar Hall
Sir Vishwesharya
Hall
Students Project
Presentations, Seminars, Guest
Lectures
Shared 250 Projector, Laptop,
Internet, Laser Pointer, White Board, White
Board Marker, Duster
Drawing Hall Drawing hall for SYCE
Students
Exclusive 35 Black Board,
Chalk, Duster, Notice
Board
6.2. Availability of adequate and well-equipped workshops, Laboratories and Technical
manpower to meet the curriculum requirements(40)
A. Adequacy(10)
B. Quality of Labs/workshop(20)
C. Technical Man power support–Eligible and Adequate(10)
Sr
NO
Name of the
Laboratory
No. of students
per
setup(Batch
Size)
Name of the Important
Equipment(costing more than Rs.25,000)
Weekly utilization
status
(all the courses
for which
the lab is
utilized)
Technical Manpower support
Name of
the
technical
staff
Designation
Qualification
01 MOS Lab. 25
01.Impact Testing
Machine
06 Mr.Sawant
S.C Lab Assistant DME
02.Rockwell Cum Brinell
Hardness Tester
03. Universal Testing
Machine 40T
02 Surveying
Lab. 25
Dumpy Level with stand with stand
12 Mr.Powar
S.A Lab Assistant BSc
Auto level
Total Station Make:
SOKKIA SET 05N
Theodolite with stand
Transit VernierThodolite
20 “ I.O. Blue
Watedopticstelescopic
03 PHE Lab. 25
jar test apparatus (6 Test)
10 Mr.Powar
S.A Lab Assistant BSc
Oven (temp. 110+- 5o C) 14x14x14
Electronic balance( Cap. 3000 gm)
04 GTE Lab. 25 Container 12 Mr.Hudali Lab Assistant D.C.E &
83
Balance(Cap. 5 kg) S Y B.COM
Oven (temp. 250+- 5o C)
Desiccators
Sieves(100mm, 75mm,425micron,75icron,
05 EGM Lab. 25
Differential axle & wheel
apparatus
06 Mr.Powar
S.A Lab Assistant BSc Worm & Worm wheel
Single purchase crub
Double purchase crub
06 HRY Lab 25
Dead weight pressure
gauge tester
06 Mr.Sawant
S.C Lab Assistant DME
Bernoulli‟s Thermo Apparatus
Venturimeter & Orificemeter Apparatus
Pipe Friction Apparatus
Peloton wheel turbine
Centrifugal Pump Test Rig
– Constant Speed
Reciprocating Pump Test Rig – Variable Speed
Reynolds Apparatus
piton tube apparatus
Calibration of notch
(rectangular and triangular)
Tilting Flume Apparatus
Losses In Pipes Apparatus
Orifice & Mouth Piece
Apparatus
Pipe in series Apparatus
07 CTE Lab 25
Blane Air Permeability
06 Mr.Hudali
S Y Lab Assistant
D.C.E &
B.COM
Flexural Test Apparatus
Longitudinal
Compressometer
Needle Vibrator
Compaction Apparatus
Hot Air OVEN
Vee Bee Consistometer
08 BCO Lab 25
Spiral Staircase
06 Mr.Sawant
S.C Lab Assistant DME
Cross section of wall
Cross section of stone
masonry
Brick bonds model
Cross section of framed
structure
09 HEN Lab 25
FlanknessGuage
06 Mr.Hudali
S Y Lab Assistant
D.C.E &
B.COM
Elongation Guage
Sleeves- 45 cm & 4.1mm, 63 mm,50mm,40mm,31.5
mm,20mm,25mm
Ductality testing machine
10 CAD Lab 25 25 Computer Set 12 Mr.Savant
S.C. Lab Assistant DME
84
6.3. . Additional facilities created for improving the quality of learning experience in
laboratories (20)
A. Facilities(10)
B. Effective Utilization(05)
C. Relevance to POs/PSOs(05)
S
r.
N
o
Facility
Name
Details Reason(s) for
Utilization
creating facility
Utilization Areas in which
expected to have
enhanced learning
Relevan
ce to
POs/PSOs
1.
Seminar Hall
Fully
equipped shared
seminar hall
with Computer,
Projector,
200 Student chairs, White
Board, Fan,
Cushion chair,
Microphone,
Speaker, LED
To present technical
talk/ project seminars/ research papers/
workshops/ industry
interaction presentation. Overall development of
students like cultural,
sports activities etc,.
Per Semester
12 hrs
To bridge the band gap
between academic and industry curriculum.
To upgrade students to
industry standard. Cultural and sports
activities.
PSO1,PS
O2 PO(a,e,f,
g,h,
i)
2
.
Digital
Library
E
books,EMagzi
nes,NPTEL Videos
For research/
project/internship
activities. To know about recent
trends in science and
technology. Update the subject
knowledge using various
books and journals and Videos.
Throughout the
semester
E
books,EMagzines,NPTELVi
deos,Questionpapers,Modelanswers,Syallabus,
Published Papers in
national and international journals
PSO1,PS
O2
PO(a,b,c,
d,e,f,g)
3
.
English
learning
languag
e class
The English faculty is
deputed to
teach Basic English for
the first year
students to make them to
understand
To increase communication skill
among students.
Per semester
20 hrs
Better Communication and understanding English
language
PO(j)
85
4
.
Video‟s From
NPTEL.
Displayed in
the Lab.
Understanding the Video
oriented Teaching and learning.
Per semester
15 hrs
Better Understanding the
subject. In depth knowledge
beyond Lab.
PSO1,
PO(b,c,d,e,f,g)
5.
Lab
Manual
s along with
instruct
ion classes
For all
the labs
Manuals are provided for
CAD, Solid
modeling,
CNC,PPO,PPT,
To create an awareness about the experiment
and to educate the need
of conducting the same.
Students can understand concept of
the experiment better.
To document the same using the relevant data.
Throughout the
semester
Design Mechanical parts, Assembly, 2D,3D
Drawing.
Write CNC Programs and
Run on Machines. Learn Presentation and
documentation skills.
Communication skills.
PSO1 PO(b,c,j)
6
Departmental
Library
247 books
,400 PPT in
CDs, Black
Books available for
reference
Deep knowledge of
concept using a
reference book and text
books
Issue book to a
student for
specific period
All Subjects
a,b,c,d,P
SO1,PSO2
7
LCD
projector
Presentation
Presentation
For seminar, projects, guest
lectures etc.
Life Skill Development &
Technology Relevant
a,b,c,d,e,
f,g,h,i,j,PSO1,PSO
2
6.4. Laboratories: Maintenance and overall ambiance(10)
All labs are well lit and have continuous power supply which ensures unhindered working of machines.
The student-computer ratio is 1:1. Each laboratory maintains a Stock register detailing the equipment
history within it. One Teaching faculty and a Lab instructor will be in charge of the overall
functioning/maintenance of each lab.
Maintenance of Laboratory Equipment
• Regular checkup of all Lab Equipment and Computers is carried out as and when required and also at
the end of every semester.
• Maintenance register is maintained in the laboratories.
• As per requirement minor repairs are carried out by the lab assistant & faculty member.
• Major repairs are outsourced by following the procedure of the institute.
Overall Ambience
• All laboratories are well equipped with state of art equipment to meet the requirements of curriculum.
• Laboratory manuals are prepared and are available in hard copy.
• All laboratories are well furnished.
86
• Laboratories kept open beyond office hours as per the need.
• All laboratories have sufficient natural light, good ventilation with tubes and A/C or fan arrangement.
• Overall ambience of laboratories is good.
One Teaching faculty and lab assistant are in-charge of the overall maintenance of lab.
6.5. Availability of computing facility in the department(10)
No. of
Computer
terminals
Students
Computer
Ratio
Details of Legal Software
Details of Networking
Details of
Printers,
Scanners etc.
25 1:1 System Software
Application Software
1.BSNL Internet Network
OFC100 mbps Leased Line
2. 10 Mbps Broadband private RF Leased Line connection
24 port Switches
(gigabyte10/100/1000) 3.Iball DSL Router150n
ftp ,networks printing
4.Fiber to Ethernet Media
convertor
5.Fiber Optical cable(270 m) wifi networks for college
campus
6.star network topology for
computer lab and ring network topology for other colleges
1 Scanner
1 Printers-
1.Microsoft Windows
XP 2. Microsoft
Windows 8
1. Microsoft Office 10
6.6. Language lab(10)
(Availability and Utilization)
Language
Laboratory
Space,
number of students
Software
used
Type of
experiments
Quality
of instrum
ents
Guidance
Available maximum of
22 students can
be accommodated
Available Students are
trained on
their Reading, Listening,
Speaking and
Writing skills
Good Two faculty
members are
involved in helping
students use the
lab .Apart from the guidance
given in the
subject there are two lab
instructors to
take care of the technical aspect
of the lab.
87
CRITERION 7 Continuous Improvement 75
7.1. Actions taken based on the results of evaluation of each of the POs & PSOs (25)
Identify the areas of weaknesses in the program based on the analysis of evaluation of POs &
PSOs attainment levels. Measures identified and implemented to improve POs &PSOs
attainment levels for the assessment years.
Actions to be written as per table in 3.3.2.
Examples of analysis and proposed action
Sample1-Courseoutcomesforalaboratorycoursedidnotmeasureup, as some of the lab
equipment did not have the capability to do the needful (e.g., single trace oscilloscopes
available where dual trace would have been better, or, non-availability of some important
support software etc.). Action taken- Equipment up-gradation was carried out (with details of
up-gradation)
Sample 2-In a course on EM theory student performance has been consistently low with
respect to some COs. Analysis of answer scripts and discussions with the students revealed
that this could be attributed to a weaker course on vector calculus.
Action taken-revision of the course syllabus was carried out (instructor/text book changed too
has been changed, when deemed appropriate).
Sample 3-In a course that had group projects it was determined that the expectations from
this course about PO3 (like: “to meet the specifications with consideration for the public health
and safety, and the cultural, societal, and environmental considerations”) were not realized as
there were no discussions about these aspects while planning and execution of the project.
Action taken-Project planning, monitoring and evaluation included in rubrics related to these
aspects.
A. Documentary evidence of POs and PSOs attainment levels (10)
B. Gapsidentified/shortfalls/improvementfromcontinuousimprovementperspective(5)
C. Plan of action to bridge the gap and its Implementation(10)
POs & PSOs Attainment Levels and Actions for improvement – CAY
POs Target
Level
Attainment
Level
Observations
PO a:An ability to apply knowledge of basic mathematics, science and engineering to solve the engineering
problems. PO a 1.75 2.9 Students are weak in Mathematics.
Action 1: For weak students remedial lectures are arranged after completion of syllabus.
Action 2:Arranged EDP program and training for students and to acquire soft skills Action 3:.Extra lecture for Maths is added in timetable on Saturday.
PO b:An ability to apply discipline - specific knowledge to solve core and/or applied engineering problems
PO b 1.75 2.7
88
Action 1: Provided trainings for literature survey, how to read patents for Industrial Project
Action 2: Lateral entry students result is poor in core subjects. So remedial teaching facility has been
provided and run with regular time table.
PO c:An ability to plan and perform experiments and practices and to use the results to solve engineering
problems.
PO c 1.75 2.7 The students are not able to link the connection between the
software learnt with the needs of a live problem. It is also found that the students do not have domain knowledge
of the problem.
Action 1: To solve real life problem we provide bridge courses such as Auto-Cad and 3 D Max for final year
students.
Action 2: Motivate students for In Plant training.
PO d:Apply appropriate technologies and tools with an understanding of the limitations. PO d 1.75 2.6 The students are not able to identify a tool that they can choose
in a particular situation.
They are not able to develop /debug the source code.
Action 1: Arranged industrial visit and workshop for hands on experience.
Action 2: Provided platform for E-learning like spoken tutorial.
Action 3: Freeware Building Construction handmade equipment are available in lab during practical sessions.
PO e: Demonstrate knowledge to assess societal, health, safety, legal and cultural issues and the consequent
responsibilities relevant to engineering practice. PO e 1.75 2.5 It is observed that students are lack in time management.
Female students are unaware of health and safety issues.
Action 1: Arranged CEP for School to serve societal issue
Action 2: Arranged guest lecture on woman health.
Action 3:Every year we arrange guest lecture on safety in association with Nirbhaya Pathak
PO f: Understand the impact of the engineering solutions in societal and environmental contexts, and
demonstrate the knowledge and need for sustainable development.
PO f 1.75 2.4 New developments are taking place in the field of engineering,
having great impact on environment
Action 1: Arranged street play for awareness of environment and social aspects.
Action 2: Arranged Environment studies visit.
PO g: Apply ethical principles and commit to professional ethics and responsibilities and norms of the
engineering practice.
PO g 1.75 2.35 Lack of communication and soft skills
Action 1: More focus on subjects like BSC, EDE, PPII and DLS to carry out case studies and improve in soft
skills. Action 2: Formed department level student committee to motivate the students for taking responsibility and
one‟s overall professional growth.
PO h: Function effectively as an individual, and as a member or leader in diverse/multidisciplinary teams. PO h 1.75 2.65 Students get confused in multidisciplinary environment.
Action 1: We have formed student council to mold our students ethically and morally to become a successful
person in life.
Action 2: Multidisciplinary courses arranged such as Model Making, Tall Building, Bridge Designing, and Mock Placement.
PO i: An ability to communicate effectively.
89
PO i 1.75 2.6 Majority of students are from rural area. They are weak in
communication
Action 1: Mock interviews, group discussion are arranged for final year students. Action 2: Soft skill training is organized.
Action 3: Competitions like Paper presentation, Seminar, Quiz are organized.
PO j:Recognize the need for, and have the preparation and ability to engage in independent and life-long
learning in the context of technological changes.
PO j 1.75 2.6 The field of Civil Engineering is forever changing field. For better
career prospects, students need to keep learning about the latest
developments in Construction Industry.
Action 1: Students who are interested are suggested to go for higher education or assisted for advanced
diplomas in contest of technological changes.
Action 2: Activities such as Spoken Tutorial are introduced to make self-learning interesting.
PSO1:Ability to understand the principles and working of computer systems and students can assess the
hardware and software aspects of computer systems.
PSO1 1.75 2.65 Because of weak knowledge about fundamental and hardware,
students are not able to solve problems at client site.
Action 1: Video lectures are arranged on subjects like Cad Aided Drawing (CAD) and advanced surveying
(ASU). Action 2: Live problems are discussed with students
PSO2: Ability to understand the structural and development methodologies of Advanced Construction
industry systems. Possess professional skills and knowledge of software RCC design process. Familiarity and
practical competence with a broad range of Building Drawing, Design and open source platforms. PSO2 1.75 2.5 Students are weak in RCC Design.
They are unaware of latest technologies.
Action 1: Students are taught importance of latest technology.
Action 2: Extra programs are given for subjects like MOS, TOS, DSS, DRS, and HYD for more practice. Action 3: Workshops on latest technology such as E-Tendering, Stadd Pro, and Auto-Cad are arranged.
Note: The above table is to be presented ONLY for CAYm1
7.2. Improvement in Success Index of Students without the backlog(10)
Items LYG* LYG m1 LYG m2
Success index (from 4.2.1) 0.2758 0.1279 0.1794
*Last year graduate and m1 & m2 indicate minus one year and Minus 2 years
respectively
SI= (Number of students who have passed from the program in the stipulated period of course
duration)/(Numberofstudentsadmittedinthefirstyearofthatbatchandadmittedin2ndyearvia lateral
entry)
Assessment shall be based on improvement trends in success indices. Marks are awarded accordingly.
7.3. Improvement in Placement and Higher Studies (10)
Assessment is based on improvement in:
Placement: number, quality placement, core industry, pay packages etc.
Higher studies: admissions in premier institutions
90
Items LYG* LYG m1 LYG m2
Placement index (from criteria 4.6) 1.08 1.11 1.03
7.4. Improvement in Academic Performance in Final Year (10)
Assessment is based on improvement in:
Items LYG* LYG m1 LYG m2
Academic Performance
Index (from criteria 4.5) 4.36 4.93 6.08
7.5. InternalAcademicAuditstoReviewCompleteAcademics&toImplementCorrectiveActions
on Continuous Basis (10)
Items CAYm1 CAYm2 CAYm3
Internal Academic
Audits
83% (Very Good)
83% (Very Good)
83% (Very Good)
7.6. New Facility created in the program(10)
Assessment is based on improvement in:
Items CAYm1 CAYm2 CAYm3
New Facility Created
1. Soft Skills and
communication skill
2. Workshop on Auto-CAD and E-
Tendering
3. In plant training
1. Workshop on Software
like Auto-CAD,3D Max
Technology 2. Spoken tutorial
3. Digital Library
4. Entrepreneurship
awareness camp
1. Student Guardian
Mentoring System
2. Bridge designing training program
organized.
3. Intranet
Various new facilities which have been previously unavailable to the students have been
created for strengthening the curriculum and/or meeting the PO‟s and PSO‟s. The
important ones have been listed below
1. 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.
2. 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
91
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
3. E- Learning: online Courses
Students are encouraged to use the vast range of materials available online in the relevant areas.
Students are actively instructed and encouraged to refer courses of their interest in NPTEL, QEEE
[Quality Enhancement in Engineering Education programme is sponsored by MHRD, Govt. of India
through IIT Mumbai] etc.
92
Institute Level Criteria
CRITERION 8 Student Support Systems 50
8.1 Mentoring system to help at individual level (10)
A. Details of the mentoring system that has been developed for the students for various purposes and also state the efficacy of such system (10)
Type of mentoring: Professional guidance/career advancement/course work specific/laboratory
specific/all-round development. Number of faculty mentors: Number of students per mentor:
Frequency of meeting: (The institution may report the details of the mentoring system that has been developed for
the students for various purposes and also state the efficacy of such system)
Getting into a professional course has a lot of expectation tagged along by the student and the parents.
Walking into the unknown and new territory could be difficult without the proper orientation.
The teaching protocol and learning system is different and unique in the professional courses and requires
strict discipline and determination to excel and learn. In view of these the SGMRP has put in vogue the orientation and teacher guardian programme which act as a mentoring system for the students.
In Teacher Guardian Scheme where 15 to 20 students are assigned to teacher, teachers take up the
responsibility of the newly admitted students. The teachers act as “parents” and support them in their endeavor to acclimatize to the environs in campus culture.
On admission the students have an orientation programme organized by the institution. First year
diploma students along with their parents are oriented towards MSBTE curriculum, syllabus, rules, regulations and facilities provided. On day one of the students joining the course the students and
parents are given a brief over view of the college, the teaching systems, the exam pattern, importance of
attendance, continual assessment protocols, dress code etc. The principal‟s address includes a well-documented presentation which highlights the subjects taught, the
number of classes, location of the campus for learning, the library, hostel facilities, etc and TPO
explains procedure, cut offs and placement through pool campus placement. The students are informed about the previous performances of the institute, the number of faculty
and administrative staff instilling confidence in the system followed. The students are then introduced
to the college administrators, heads of the departments, the hostel wardens and teacher guardians.
This kind of interaction all in one roof saves a lot of time and gives confidence to the parents and their wards in the Institute.
Students pre-divided into small batches of 10-20 students under an assigned a teacher guardian. In this
programme each of the newly admitted diploma students are assigned to a particular faculty member who has the responsibility of being their “Teacher Guardian”.
The student can approach his/her respective “Teacher-Guardian” with any difficulty he/ she may be
having (Academic or otherwise). The Teacher Guardian monitors the progress of his/ her students by reviewing the student‟s Attendance & Internal assessment marks at regular intervals. If any deficiencies
are noted in the performance the issues are discussed in the departmental level, staff/student Mentoring
and Grievance Redressal meeting (twice in semester) and efforts are made to recognize the reason for the poor performance & necessary corrective measures are taken after consulting the respective
departments. Corrective measures may include holding remedial classes, additional assessment exams and
counseling if necessary.
The teacher guardian system is in place for all the 3 years of diploma helping the parents be in touch with the progress of their ward.
During the beginning of Final Year students along with their parents call for individual meeting to take
decision about higher education or placement or entrepreneur so has to decide further training throughout the year.
Review Pattern
The students should meet at least once in a fortnight to share their problems and suggestions to teacher guardian. The teacher guardian has to present a semester wise report to the Head of the
Institution.
The “Mentor”/ “Teacher Guardian” programme for the students has ensured consistent results and maintenance of discipline in the institute.
Impact of Mentoring on the performance of students
93
1. Percentage of clear passing students is overall increased by 18 to 20 percentage from A. Y. 2015-16
After effective implementation student mentoring system.
2. Joining of students is increased by 40% after the Placement instead of Higher education.
0
10
20
30
40
50
60
70
2013-14 2014-15 2015-16 2016-17 2017-18 2018-19
All Clear Passing Percentage Institute Level
All Clear Passing Percentage
117
167
312
478
0
100
200
300
400
500
600
2015-16 2016-17 2017-18 2018-19
SGM Placed Count
SGM Placed Count
94
3. Students are paying Institutional Fees, exam fees on time. Moreover, 10 to 12% beneficiaries of
government scholarships or fee reimbursement are increased.
8.2. Feedback analysis and reward /corrective measures taken, if any (10)
A. Methodology being followed for feedback collection, analysis and its effectiveness (05)
B. Record of corrective measures taken (05) Feedback collected for all courses: YES/NO; Specify the feedback collection process; Average
Percentage of students who participate; Specify the feedback analysis process; Basis of reward/ corrective measures, if any; Indices used for measuring quality of teaching & learning and
summary of the index values for all courses/teachers; Number of corrective actions taken.
The MSBTE CIAAN norm has set a bench mark in the feedback form like Excellent, Very Good, Good, Satisfactory and Poor.
The department collects the feedback of individual faculty members once in a semester through the office of the
principal, Academic coordinator. The feedback is collected one month before completion of the Semester.
After merging all the related feedback, staff appraisal, individual teacher performance analysis for required corrective measures and identify quality teacher. The data collected from the feedback is thoroughly analyzed
by the principal, Academic Coordinator/heads and is kept for discussion in front of the management.
The parameters of faculty feedback are determined as per STUDENT FEEDBACK FORM: (D-17) of the CIAAN norms of MSBTE, Mumbai and are revised as per need.
After thorough scrutinisation and discussion, the principal advises the HODs of the concerned Department to
take remedial measures for the faculty members who have achieved the benchmark below satisfactory for further improvement. The concerned faculty members are advised to undergo Faculty Development Programme.
After thorough scrutinisation and discussion, the Academic Coordinator advises the HODs of the concerned
Department to take remedial measures for the faculty members who have achieved the benchmark below satisfactory for further improvement.
The concerned faculty members are advised to undergo Faculty Development Programme. Looking at the
score (obtained from feedback) – knowing (and to know) the reasons for low score.
= Counseling is done. = Senior faculty/Head attends the class of the concerned teacher and the mode of improvement in
teaching is suggested.
= Induction programme are conducted for the new staff. = Continuing education programme for the experienced.
= Those teachers who have not obtained good appraisals have a detailed discussion with the HOD on how
to improve the teaching. Both study the metrics where the teacher has failed to impress the students and steps charted out, for improvement.
= If the subject is new, concerned teachers are deputed for training.
= Orientation program is conducted regularly for all teachers who are new to the profession. = Level of feedback is taken into account while evaluating the staff for promotion.
65.11
70.89
72.82 73.08 73.71
60
62
64
66
68
70
72
74
76
2014-15 2015-16 2016-17 2017-18 2018-19
Fee Reimbursement Percentage
Fee ReimbursementPercentage
95
39%
58%
3%
Campus Atmosphere and cleanliness A.Y. 2015-16
Excellent
Very Good
Good
Avage
Poor
97%
3%
Campus Atmosphere and clanliness A.Y. 2016-17
Excellent
Very Good
Good
Avage
Poor
93%
7%
Campus Atmosphere and cleanliness A.Y. 2017-18
Excellent
Very Good
Good
Avage
Poor
81%
12% 5%
1%
1%
Campus Atmosphere and cleanliness A.Y. 2018-19
Excellent
Very Good
Good
Avage
Poor
Basis of reward / corrective measures, if any
The SGMRP has no such provision of reward is extended but they are preferred for national and inter-
national conferences and sponsored trainings. However, there is a provision for best teacher award.
If the appraisal is exceptionally good, due Weightage is given to it, by way of relaxation of one year of service, for promotions.
Rs 2000 per month additional pay to award to teachers who score high in the feedback and received best
teacher award.
The sample feedback format is furnished below.
8.2. Feedback on facilities (5)
A. Student feedback on facilities, analysis and corrective action taken (05)
1. Campus Atmosphere and cleanliness
Action Taken:-
1. Every second Saturday peons are instructed compulsory to clean the campus, corridor, classroom, labs and monitored
by staff Coordinator. 2. On the occasion of clean India mission all students and staff are involved in cleaning activity.
3. External agencies have been appointed for clean liners of urinals and toilets.
4. Liquid soaps are available in washrooms. AY 2018-19
96
24%
48%
19% 8%
1%
Measures taken on Ragging and Women Harassment A.Y. 2016-17
Excellent
very Good
Good
Satisfactory
Poor
24%
48%
8%
Measures taken on Ragging and Women Harassment A.Y. 2015-16
Excellent
very Good
Good
Satisfactory
Poor
24%
48% 19% 8% 1%
Measures taken on Ragging and Women Harassment A.Y. 2017-18
Excellent
very Good
Good
Satisfactory
Poor
24%
48%
19% 8%
1%
Measures taken on Ragging and Women Harassment 2018-19
Excellent
very Good
Good
Satisfactory
Poor
2. Measures taken on Ragging and Women Harassment
Action Taken:- 1. Ant-ragging committee and squad has been appointed and controlled by the Principal.
2. Internal Complaints Committee (ICC) has monitored and co-ordinate women harassment issues (if any) and report to
principal and Nirbhaya Pathak of district police for necessary action. 3. Planned & executed various activities to ensure effectiveness of Anti-Ragging campaigning and Internal Complaints
Committee.
97
29%
22%
31%
10%
8%
Central and Digital Library Facility A.Y. 2015-16
Excellent
very Good
Good
Satisfactory
Poor
29%
22%
31% 10% 8%
Central and Digital Library Facility A.Y. 2016-17
Excellent
very Good
Good
Satisfactory
Poor
29%
22%
31% 10% 8%
Central and Digital Library Facility A.Y. 2017-18
Excellent
very Good
Good
Satisfactory
Poor
29% 22%
31% 10% 8%
Central and Digital Library Facility A.Y. 2018-19
Excellent
very Good
Good
Satisfactory
Poor
3. Central and Digital Library Facility.
Action Taken:- 1. Library committee will look after library issues if any.
2. Library attendance register has been maintained and system maintains at least 8% students visit library.
3. Digital Library equipped with 10 PC‟s along with NPTEL videos, model answer books and subject notes on single click. 4. Faculties are taken initiative to motivate students to register for NPTEL and SWAYAM online courses.
98
42%
48%
10% 0% 0%
Internet/ Wi-Fi Facility AY 2015-16
Excellent
Very Good
Good
Satisfactory
Poor
87%
13%
Internet/ Wi-Fi Facility 2017-18
Excellent
Very Good
Good
Satisfactory
Poor
57% 21%
Internet/ Wi-Fi Facility AY 2018-19
Excellent
Very Good
Good
Satisfactory
Poor
20%
80%
Internet/ Wi-Fi Facility AY 2016-17
Excellent
Very Good
Good
Satisfactory
Poor
4. Internet/ Wi-Fi Facility
Action Taken:-
1. System administrator maintains register for Student & Staff for Wi-Fi facility with ID Proofs
2. Wi-Fi Connectivity in campus has improved now with more number of access points. 3. Internet lease line is upgraded to 100 mbps with 1:1 compression ratio.
99
27%
31%
24% 13% 5%
Canteen Facility AY 2015-16
Excellent
Very Good
Good
Satisfactory
Poor
27%
31%
24% 13% 5%
Canteen Facility AY 2016-17
Excellent
Very Good
Good
Satisfactory
Poor
27%
31%
Canteen Facility AY 2017-18
Excellent
Very Good
Good
Satisfactory
Poor
27%
31%
Canteen Facility AY 2018-19
Excellent
Very Good
Good
Satisfactory
Poor
5. Canteen Facility
Action Taken:- 1. Canteen is now managed by joint committee with students (CR‟s), Faculties and admin officers, hygiene and quality of
food and menu has improved under the supervision of this joint committee.
2. Flex board displayed in canteen to aware students about the wastage of foods and Hygiene conditions.
100
20%
57%
23%
0% 0%
Machine Lab / Workshop AY 2015-16
Excellent
Very Good
Good
Satisfactory
Poor
7%
93%
0% 0% 0%
Machine Lab / Workshop AY 201 6-17
Excellent
Very Good
Good
Satisfactory
Poor
73%
27%
0% 0% 0%
Machine Lab / Workshop AY 2017-18
Excellent
Very Good
Good
Satisfactory
Poor
73%
17%
5% 3% 2%
Machine Lab / Workshop AY 2018-19
Excellent
Very Good
Good
Satisfactory
Poor
6. Machine Lab / Workshop
Action Taken:- 1. Workshop Superintendent looks after maintenance and utilization facilities.
101
13%
80%
7% 0% 0%
Medical Facility AY 2015-16
Excellent
Very Good
Good
Satisfactory
Poor
60%
40%
0% 0% 0%
Medical Facility AY 2016-17
Excellent
Very Good
Good
Satisfactory
Poor
93%
7% 0% 0% 0%
Medical Facility AY 2017-18
Excellent
Very Good
Good
Satisfactory
Poor
60% 20%
12% 5% 3%
Medical Facility AY 2018-19
Excellent
Very Good
Good
Satisfactory
Poor
7. Medical Facility
Action Taken:-
1. Ambulance has been purchased and provided for medical emergency. 2. Regular visit of Medical officer.
3. Medical record card of individual students are maintained throughout academics.
102
17%
70%
13%
Hostel Facility AY 2015-16
Excellent
Very Good
Good
Satisfactory
Poor
53%
47%
Hostel Facility AY 2016-17
Excellent
Very Good
Good
Satisfactory
Poor
77%
23%
Hostel Facility AY 2017-18
Excellent
Very Good
Good
Satisfactory
Poor
65%
18%
Hostel Facility AY 2018-19
Excellent
Very Good
Good
Satisfactory
Poor
8. Hostel Facility
Action Taken:-
1. Dedicated facility of Hostel is not provided to the students but planned to construct College Hostel having 200
accommodation student capacities.
103
13%
54%
33%
Sports Facility AY 2015-16
Excellent
Very Good
Good
Satisfactory
Poor
3%
97%
0%
Sports Facility AY 2016-17
Excellent
Very Good
Good
Satisfactory
Poor
67%
33%
Sports Facility AY 2017-18
Excellent
Very Good
Good
Satisfactory
Poor
57% 30%
Sports Facility AY 2018-19
Excellent
Very Good
Good
Satisfactory
Poor
9. Sports Facility
Action Taken:-
1. Institute pays Pro-rata fees to IEDSSA to provide participation in zonal and inter-zonal sport competitions.
104
70%
16%
8% 2% 4%
Transport facility AY 2018-19
Excellent
Very Good
Good
Satisfactory
Poor
13%
54%
33%
0% 0%
Transport facility AY 2015-16
Excellent
Very Good
Good
Satisfactory
Poor
97%
3% 0% 0% 0%
Transport facility AY 2016-17
Excellent
Very Good
Good
Satisfactory
Poor
70%
30%
0% 0%
0%
Transport facility AY 2017-18
Excellent
Very Good
Good
Satisfactory
Poor
10. Transport facility
Action Taken:-
1. Institute has purchased own buses for transportation and charges the concessional rates.
2. Contract has been established with MSRTC and KSRTC Transport to increase the frequency of Buses and to issue the passes facility at college level.
105
46%
47%
7% Training and Placement Facility AY 2015-16
Excellent
Very Good
Good
Average
Poor
93%
7%
0% 0%
0%
Training and Placement Facility AY 2016-17
Excellent
Very Good
Good
Average
Poor
97%
3% Training and Placement Facility AY 2017-18
Excellent
Very Good
Good
Average
Poor
83%
10%
Training and Placement Facility AY 2018-19
Excellent
Very Good
Good
Average
Poor
11. Training and Placement Facility
Action Taken:- 1. Arranged 20+ Pool campus placement drive every academic year
2. Established MOUs with reputed organization for placement activity.
3. Arranging HR-TPO meet to facilitate about the company profile and Industry work culture.
106
33%
60%
7%
Extra curricular activities AY 2015-16
Excellent
Very Good
Good
Average
Poor
70%
30%
Extra curricular activities AY 2016-17
Excellent
Very Good
Good
Average
Poor
93%
7%
Extra curricular activities AY 2017-18
Excellent
Very Good
Good
Average
Poor
66%
24%
Extra curricular activities AY 2018-19
Excellent
Very Good
Good
Average
Poor
12. Extra-curricular activities
Action Taken:-
1. Availability of free slot for extracurricular activities in institute calendar.
2. Department support as well as encourage to extra talent in students. 3. Motivation from student council authority to participate and prepare for college and other college festival.
4. College organizing national level technical symposium ANUTTARA and KAUSHLYA SETU every year. This platform
encourages all the students from all corners of India to exchange their ideas towards the recent development in the
field of technical era.
107
0
100
200
300
400
500
600
700
800
900
2015-16 2016-17 2017-18 2018-19
SGM Placed Count
Pool Campus Countat SGM
8.3. Career Guidance, Training, Placement (20)
A. Availability (05)
B. Management (10)
C. Effectiveness (05)
(The institution may specify the facility, its management and its effectiveness for career
guidance including counseling for higher studies, campus placement support, industry
interaction for training/internship/placement, etc.)
The Training and Placement Section of the SGMRP provides all the facilities to the students for career
guidance, training, placement and entrepreneurship.
The Training & Placement Section has adequate infrastructure facilities for conducting mock personal
interviews and a Seminar hall for holding seminars and talks by eminent personalities.
The Training department arranges resource persons for providing professional and industrial training for the
students.
The Placement department contacts and meets various companies and industries for better campus recruitment.
Career Guidance, Training & Placement
SGMR Polytechnic Technical campus is showered with peaceful, green and colorful gifts of Mother Nature. Our campus is
well equipped with educational facilities to encourage the intellectual curiosity and innovation among its students. State of
the art infrastructure comparable with the best provides spacious class rooms, auditorium, library, training and placement
cell, internet facility and audio-visual aids to create healthy learning environment.
Objectives
Identify the interest of the students to join industry or Higher education or Entrepreneur.
Conduct bridge courses to reduce the gap between Industries expectations (practice) & academic offerings (theory).
Provide Entrepreneurship Development Programme (EDP) training in collaboration with DIC & MCED Government of
Maharashtra Department.
To assist students develop/clarify their academic and career interests, and their short and long-term goals through
individual counseling and group sessions.
To assist students for industrial training at the end of fourth and sixth semester.
To Act as a link between students, alumni and the employment community.
To assist our students in obtaining final placement in reputed companies.
Placement Record
Note : Average offered salary from Rs. 1.2 to 3.16 lacs per annum.
108
List of companies approached for Campus Interview A.Y. 2015-16 to A.Y. 2018-19
Sr.
No. Name of the Company
Academic Year
2015-16
2016-17 2017-18 2018-19
1 DSK Motowheels Pvt. Ltd. Pune √
2 RotheErde India Pvt. Ltd. Nashik (Thyssenkrupp Group Company)
√ √ √ √
3 Powertechnics Infosolutions Pvt. Ltd. √
4 Bosch Chassis System India Pvt. Ltd. Pune
√ √ √
5 Sujata Computers Pvt. Ltd. Pune √ √
6 Nachiket Engineering Pvt.Ltd .Pune √
7 TAL Manufacturing Solution Ltd,
Pune
√
8 Delux Bearings Private Limited √
9 Cummins India Limited. Pune √ √ √ √
10 Sehgal AutoridersPvt Ltd √ √ √ √
11 DSK Milkotronics Pvt. Ltd. √
12 Swastik Electrotech Automation √
13 BioradMedisys √ √
14 Piaggio Vehicles Pvt. Ltd. Pune √ √ √ √
15 M-Tech Innovation Ltd. Pune √ √
16 Elscinct Automation √
17 Kone Elevators India Ltd √
18 BAG Electronics India Pvt. Ltd. Pune. √ √ √ √
19 SIEMENS Limited √ √
20 Kirloskar Pneumatics Company
Limited
√ √ √ √
21 HNBC Engineering. √
22 Forbes Marshall √
23 Precision Seals Manufacturing pvt.
Ltd
√ √ √ √
24 KSB Pumps Limited. √
25 Ohms Energy Company √
26 TATA Motors Ltd. Pune √ √ √ √
27 Owens Corning (India) Pvt Ltd
Mumbai
√ √ √ √
28 Mahindra & Mahindra Ltd. √ √ √ √
29 Fukoku India Pvt Ltd. Pune √ √ √
30 Mahle Filter India System Pvt. Ltd.
Pune
√ √ √
31 L & T Heavy Engineering, Pune √ √ √
32 Vishay Components India Pvt. Ltd. √ √ √ √
33 Excel Industries Ltd. Pune √
34 Magneti Marelli Motherson Auto System Ltd. Pune
√
35 Walachandnagar Industries Ltd. √
36 PMT Machines Ltd. √
37 Tricare Services Pvt. Ltd. √ √ √
38 Forbes & Company Ltd. Mumbai √
39 Godrej & Boyce Mfg. Co. Ltd.
Mumbai
√
40 Ameyas BuildconPvt Ltd √
41 Mcon conveyors Pvt ltd √
42 Veda Engineering Pvt. Ltd. Pune √
43 Rinder India Pvt. Ltd. Pune √
44 Accel Frontline Pvt. Ltd. Pune √ √
45 Essel Propack Limited Mumbai √ √
46 CommScope Solutions India Pvt Ltd √
47 Gabriel India Ltd. Pune √
48 Lucas TVS Ltd. Pune √ √
49 Automotive Manufacturers Pvt. Ltd. Pune
√
109
50 Wipro Ltd √ √
51 John Deere India Pvt. Ltd., Pune √ √ √
52 SLK Global BPO Services Pvt. Ltd.
Kolhapur
√ √
53 Chheda Electricals & Electronics Pvt.
Ltd.Pune
√ √ √
54 Ever Electronics Pvt. Ltd. Pune √
55 BAJAJ AUTO Ltd. √ √
56 Hitachi Automotive Systems (I) Pvt. Ltd. Pune
√ √ √
57 Spicer India Pvt. Ltd, Dharwad √ √
58 Sigma Electric Manufacturing Corporation
√ √
59 RSB Transmissions (I) Ltd. Pune √ √
60 CEAT Speciality Tyres Ltd. Mumbai √ √
61 Cipla Ltd. Goa √ √ √
62 Anand Group of Companies √ √ √
63 AAM India Manufacturing
Corporation Pvt. Ltd.
√
64 RDC Concrete India Pvt. Ltd. √
65 Sulzer India Pvt Ltd √
66 Hyosung India Pvt. Ltd √
67 General Electric √
68 Dhoot Transmission Pvt Ltd. Pune √ √
69 TE Connectivity India Pvt. Ltd. √
70 Bharat Forge Ltd √
71 Hengtong Optic-Electric India Pvt.Ltd √
72 Varroc Engineering Pvt. Ltd. √ √
73 Faurecia Emissions Control
Technologies Pvt. Ltd Pune
√
74 Avery Dennison (India) Pvt Ltd √
For placement a large number of prospective employers are contacted during the year and efforts are made to invite
those companies to visit our college and to conduct campus recruitments. The objective of the T&P Cell is to look for a
100% employment of all the students therefore it follows policy of 'One Person Two job'. The Cell is assisted by student
placement coordinators who lead a team of placement representatives from various courses of study. The Training &
placement Cell ensures and takes care to provide the best arrangements and hospitality for the visiting companies‟
officials.
STUDENT CENTRIC ACTIVITIES
A) Placement cell imparts necessary skills to students through workshop, mock interviews and training programs to
develop them as a thorough professional. Brain storming sessions are held to know the latest developments in the
industry and the expectations of the corporate world.
B) Alumni cell serve as a platform for interaction between its students, past and present. The interaction guide the
students on essential skills required in achieving the excellence. Further, Alumni Student Association is registered
with trust registration no. Maharashtra/35689/Kop, dated 10/10/2016 and arranged meets as below.
SGM alumni conducted expert lectures at their department.
Alumni Meet Date Alumni attended
First Alumni Meet 2015 27/03/2015 128
Second Alumni Meet 2016 17/12/2016 170
Third Alumni Meet 2018 22/12//2018 240
110
C) Club Culture – The various clubs of SGMR Polytechnic provide the students the much-cherished opportunity to
come together to discuss and exchange ideas with like-minded people. Here, there‟s something for everyone.
The Speakers Club of SGMR Polytechnic is one of the famous ones. The Speakers club is known for its ability to
make a point and to make it well.
The college is also active in promoting awareness about not just the environment but also about social
development of the less-fortunate through its Social club.
The Technical club of SGMR Polytechnic conducts workshops in SGMR Polytechnic as well as in other colleges,
apart from providing the technical link during the college events.
Talent Acquisition club provides a platform to students to showcase their talent in music, dance other fine art
sand encourages managerial capabilities such as event management and stage organization among students.
Sport Clubs are registered student organizations that exist to promote and develop interest in a particular sport or
physical activity. Sport Clubs provide a valuable learning experience through student involvement in fundraising,
public relations, organization, administration, budgeting, scheduling, teaching, and leadership development.
In-Plant Training:-Students are required to work on a project given to them either by the institute or selected by
student themselves. The project report /thesis is an intensive learning exercise for students to apply particular theoretical
concepts into practical situations as experienced in the industrial establishments. As per new curricula of „I‟ scheme of
MSBTE students should go through six week In plant training after completing the second year to aware the philosophy
and working culture of Industry.
In Plant Training
Institute-Industry Partnership Cell (IIPC) - IIPC is established to provide close links with the industries. The purpose
of the cell is to find out the gap between need of the industry and end product of the institute. The cell is the bridge
between the industry, the real world and the institute. The cell has been able to place more than 100% of the students of
2016 batch. Our enthusiastic team strives for effectively striking a match between recruiter expectation and students
aspiration. The cell is well-equipped with excellent infrastructure to support every stage of the placement process.
Industry Institute Partnership Cell
Outcome of IIPC
i) HR - TPO Meet with concern to Pool Campus Recruitment of Thyssenkrupp Group company- Rothe Erde India
Pvt. Ltd. Nashik on 22/02/2016.
52 61
100
0
20
40
60
80
100
120
2016-17 2017-18 2018-19
% of Inplant Training Completed
% of InplantTrainingCompleted
111
ii) HR - TPO Meet with Sandvik asia pvt. Ltd. Pune And Vishay components pvt. Ltd. Pune dated on 13/01/18
Memorandum of understanding (MoU) :- Institute has signed MoU with Engineering Industry for vocational training ,
industrial visits, expert speech, R & D, etc. MoU with multinational, private organization is under process.
Year 2011-12 2012-13 2013-14 2015-16 2016-17 2017-18 2018-19
No. of MoU‟s signed
04 06 03 03 05 05 03
Outcome of MOU:-
1. FDP programme
2. DIC sponsored EDP programme
3. Guest Lectures
4. In-house development for hand to hand technology transfer
5. Mobility of student and staff
8.4. Entrepreneurship Cell/Technology Business Incubator/ (5)
A. Availability (01)
B. Management (02)
C. Effectiveness (02)
(The institution may describe the facility, its management and its effectiveness in encouraging
entrepreneurship and incubation) (Success stories for each of the assessment years are to be
mentioned)
The SGMRP Incubation Center, along with polytechnic, aims to be the hub of innovative and high impact ventures
in social, educational, commercial and other domains. It hopes to bring forth a revolution in how and what students
learn and achieve while in college.
To bring this innovative IC to you, SGMRP is partnering with polytechnic and BDS pvt. Ltd, mumbai, an
organization committed deeply to help students reach their highest aspirations. The BDS management team has
years of experience working in some of the largest and most successful global organizations and has been part of
the following entrepreneurial initiatives:
The SGMRP Incubation center at an operational level is responsible for nurturing innovative ideas by handholding
the founders through the business proposal stage, identifying the target market, creating a minimum viable
product/ service, technological guidance, industry exposure, pre-launch activities, consumer feedback and
exposure to the investor community.
Memorandum of Understanding (“MOU”) between Sant Gajanan Maharaj Rural Polytechnic, Mahagaon (“SGMRP”)
and Maharashtra Center for Entrepreneurship Development (“MCED”) are furthering their long term relationship by
intending to work co-operatively to improve the Industry- Institute Interaction and to encourage the students, professors
for industry orientation & the industry professionals for academic orientation.
Entrepreneurship Development Cell- ED Cell is very determined about practical revelation to the students. In
an initiative to better the relations with various industries around and to fill the gap between theory and practical
knowledge he students were taken out to visit the industries that provide Knowledge about the existing trends in their
respective sector. Students get demonstrated answers from the technical experts in their Manufacturing and technical
doubts. Students felt more confident to develop their technical skills basing on the practices in various industries.
112
Sr. No.
Course details Duration
No. of Beneficiary
Remark
From To
1 Entrepreneurship Awareness Camp (EAC) 28/12/15 30/12/15 101 Completed
2 CNC Operator 26/9/16 13/12/16 28 Completed
3 Maintenance of 2 & 3 Wheeler 26/9/16 24/11/16 30 Completed
4 FDP 6/12/16 18/12/16 25 Completed
5 Entrepreneurship Awareness Camp (EAC) 21/12/16 23/12/16 105
Completed
6 Maintenance of Solar Equipment & Home
Appliances 30/11/2017 09/02/2018 26 Completed
7 Repair & Maintenance of Domestic &
Electronics Appliances 30/11/2017 09/02/2018 25
Completed
8 Industrial Accounting with Taxation 30/11/2017 09/02/2018 24
Completed
9 Entrepreneurship Awareness Camp (EAC) 02/08/2018 04/08/2018 135
Completed
10 ARC & Gas Welding 01/09/2018 05/11/2018 30
Completed
11 Refrigeration And Air Condition Mechanic 01/09/2018 05/11/2018 30
Completed
113
CRITERION 9
Governance, Institutional Support and
Financial Resources
75
9.1. Organization, Governance and Transparency (25)
9.1.1. State the Vision and Mission of the Institute (05)
A. Availability of the Vision & Mission statements of the Institute (02)
B. Appropriateness/Relevance of the Statements (03)
Institute
Vision:
To mould the students into capable engineers with aptitude for research and leadership to contribute effectively in
contemporary technology development at global level with focus on rural community.
Mission:
To inculcate best engineering skills, Professional ethics and practices.
To provide strong Engineering foundations by adopting effective teaching learning methods.
To inculcate best laboratory skills by promoting in house development activities
To develop leadership qualities, effective soft skills, critical thinking and attitude of lifelong learning by
Organizing student‟s centric activities.
360 degree feedback has been taken from all Stake holders of organization for Appropriateness of Vision and Mission
Statement
0
20
40
60
80
100
120
Management
Staff
Parents
Alumini
Student
114
9.1.2. Governing body, administrative setup, functions of various bodies, define
rules procedures, recruitment and promotional policies (05)
A. List the Governing Body Composition; their memberships, functions, and responsibilities (02)
B. Minutes of the meetings and action-taken reports (01)
C. The published service rules, policies and procedures with year of publication (01)
D. Extent of awareness among the employees/students (01)
CONSTITUTION OF GOVERNING BODY
(MEMBERS OF ACADEMIC ADVISORY BODY)
Sr. No. Name Designation
01 Adv. Annasaheb Chavan (Chairman of S.G.M.R.H., Mahagaon) Chairman
02 Dr. Yashwant A. Chavan (Trustee Member, SGMRH, Mahagaon) Member
03 Dr. Sanjay A. Chavan (Trustee Member, SGMRH, Mahagaon) Member
04 Adv. Balasaheb N. Chavan (Trustee Member, SGMRH, Mahagaon) Member
05 Shri. B. B. Shinde (Trustee H.M.J.B.E.S.,Mahagaon) Member
06 Shri. P. G. Patil ( Asst. Prof. Vidyalankar, Mumbai) Member
07 Shri. M. M. Mane ( Industrialist, Megha Agencies, Kolhapur) Member
08 Shri S. H. Kulkarni ( Industrialist/Educationalist/Architect) Member
09 Shri. R. A. Kori (Architect & Interior Designer) Member
10 Regional Officer W.R.C.AICTE, Mumbai. Member
11 Joint Director, DTE, RO, Pune Member
12 Dy. Secretary, MSBTE, RO, Pune Member
13 Dr. S. H. Dabhole ( Principal, S.G.M.R.Polytechnic, Mahagaon) Member Secretary
Administrative setup
Sr.No. Name of Committee Constitution of committee
Role of committee Frequency of Meet
1 Governing Body
Adv. Annasaheb Chavan
(Chairman of S.G.M.R.H & RC., Mahagaon) and other
12 members
To plan or devise a
system for developing
infrastructure as per
AICTE norms, make decision about financial
matters, purchase
matters, human resources, training
placement planning,
and verify the educational quality level
Twice a year
115
2 Institute Level Advisory
committee (ICIU)
Dr.. S. H. Dabhole and
other 13 members
To plan for
implementation of
curriculum, arrange
training programme for faculty & staff, plan and
analyse the feedback
given by IAMC and take remedial measures
through feedback
mechanism from all stakeholders, monitor
and provide decisions
about PEO, PO, CO and coordinate with
department level
advisory committee.
Monthly once
3 Anti-Ragging Committee
Dr.. S.H. Dabhole and other 6 members
Anti-Ragging committee
should adopt uniform procedures towards
healthy Teaching
Learning atmosphere and ragging free
campus
Yearly twice
4
Internal Quality
Assurance committee
(IQAC)
Dr.. Sanjay H. Dabhole
Principal, SGMRP & other 8
members
To ensure sustained
efforts in effective and
efficient performance of academics,
administrative and
financial activities for
improved performance of the institution, to
further enhance the
quality of academic programs and research
initiatives, to adopt
contemporary teaching and learning strategies
and methods for
enhanced student learning outcomes, to
practice comprehensive
and credible evaluation procedures, to ensure
facilitation of support
and welfare systems for
students, faculty and staff, to seek 360
degress feedback for
overall improvement.
Monthly one or two
5 Library Committee Dr.. Sanjay H. Dabhole and
other 11 members
Library Committee should adopt uniform
procedures to wards
discrepancies of books
and procurement system for books and
journals. Monitor book
Issuing system and book bank facility
Yearly twice
6 Admission Committee Dr. Yashwant A. Chavan and Dr. Sanjay A. Chavan
and other 6 members.
It is desirable to prepare clear and well
defined policies for
admissions 10th std., ITI, Vocational,
HSC(sci.) students and
plan for addressing students through career
guidance activities.
Yearly
116
7 Special cell Standing Committee
Dr.. S.H. Dabhole and other 6 members.
It is desirable to have
uniform policy and
procedures to maintain
roaster of teaching and non-teaching staff and
deals with
representation received from BC candidates
regarding their
admissions & recruitments,
scholarships, promotion
and other similar matters in the college.
Yearly twice
8 Staff and Student Grievances and
Redressal Committee
Dr. S.H. Dabhole and other
6 members.
To maintain record of Student and Faculty
Grievances and adopt
uniform procedures towards barrier free
atmosphere.
Yearly twice
9
Department level
advisory committee
(IAMC)
Dr. S.H. Dabhole and other 5 members.
To conduct smooth
working and
implementation of all the MSBTE norms and
strategies aiming
towards Academic Excellence. Committee
will actually involve in
monitoring of academic
record of each department for the
requirement of EAMC
Monthly twice
10 Purchase Committee
Adv. Annasaheb.D.Chavan
(Chairman – SGM GROUP) and other 6 members.
To make uniform policy
and procedures for consistence
maintenances activity
and devise general
system for procurements of
materials, equipment‟s
and items for smooth conduction of
institution.
Yearly twice
Minutes of meetings are maintained in Register and Circulated through email or hard form.
Roles and Responsibilities of Principal / Management Representative.
The institute is responsible to ensure effective implementation of curriculum. The MSBTE has decided to establish
ICIU in each institute that will help the Principal to focus on academic activities in line with the philosophy adopted by
MSBTE. The principal of the institute will be the chairman of ICIU where there is no representative of management. In this
context the roles of the principal, as chairman, ICIU are as follows;
Establish a separate cell in the Institute to plan, implement and monitor the progress of curriculum
implementation.
Provide infrastructure facilities to the identified Academic Co-ordinator such as space, computer and one clerical
staff.
Conduct meetings of the heads of Department and teacher to ensure smooth functioning of ICIU.
Provide guidance to support the Academic co-ordinator.
117
Roles and Responsibilities of Academic Co-Ordinator
It is desirable to have uniform policy and procedures for all the departments in the institute while implementing the
curriculum. Academic co-ordinator is a key person to decide and adopt uniform procedures. The roles of academic co-
ordinator are listed below -
Get acquainted with the philosophy of curriculum implementation and develop insight regarding theories of
learning, systems thinking and theories of knowledge.
Arrange the meeting of all teachers to elaborate the philosophy and the approach of curriculum implementation.
Initially more guidance may, be provided to the teachers who are implementing laboratory manuals, using CAI
packages and arranging the activities for developing generic skills
Study and explain the different proformas developed and prescribed by MSBTE
Maintain the record of all the activities in ICIU
Identify the problems occurring regarding curriculum implementation
Formulate the remedial measures through discussion with principal and HOD
Identify the common resources required for implementing the curriculum and facilitate the same in consultation
with Heads of the Department and Principal.
Arrange the meetings of ICIU and maintain its record.
Provide facilities to EAMC.
Identify needs of training for supporting staff and teachers and communicate it to MSBTE. Additional training be
organised locally as per needs.
Encourage the teachers to contribute in various projects undertaken by MSBTE e.g. Learning resource development
print and non-print.
Role and responsibility of departmental HOD
Departmental Level:
Head of the Department shall prepare session plan of implementation and take review of the progress once in
month.
Head of the Department shall ensure that the faculty prepares plans for classroom and laboratory instructions.
Head of the department shall maintain all the records of implementation and assessment.
Head of the Department shall analyze the performance of students in respect of class test, skill test and term end
examinations. Suitable actions for improving the overall performance shall be taken by the department.
Following record should be kept in department for IMC/EMC –
a) Teaching Plan (D1) (Diary)
b) Laboratory Plan (D2) (Diary)
c) Students Progressive Assessment for Term Work (D3)
d) Final Assessment for Term Work (TW) & Skill Test (D4)
e) Final Assessment for Oral / Practical / Online Exam (External/ Internal) (D5)
f) Sessional Marks Statement (D6)
g) Final Assessment of In plant Training (D7)
h) Analysis of Term End Examination Result (D8)
i) Analysis of Class Test / Skill Test (D9)
j) Plan for Industrial Visit / Vacation Training / In plant Training (D10)
k) Plan for Expert Lectures (D11)
l) Placement Records (D12)
m) Staff Trainings Planning / Completed Records (D13)
n) Development Plan for Infrastructure / Laboratory / Teaching Aids (D14)
o) Students Participation in Project / Paper Presentation / Quiz/ Competition / Co Curricular Activities (D15)
p) Faculty Profile (D16)
q) Students Feedback (D17)
r) List of Equipment's (Laboratory Wise) (D18)
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Role and responsibility of Individual Teacher
The subject teacher- regular /Adhoc / contract / visiting shall prepare the session plan for class room sessions and
practical sessions
The subject teacher shall select appropriate methods of instructions to ensure meaningful learning.
The subject teacher shall follow the philosophy of Curriculum Design and implement it in the same spirit. It is
expected that there will be shift from teaching to learning of students.
The Lesson plan forms an important tool for delivering the contents during teaching learning process. Hence every
teacher is expected to appreciate this concept and accordingly prepare lesson plan for a given subject and
implement.
The subject teacher shall use the self-feedback from the concerned proforma for improving instructional methods
and self-development.
Substantial Record: (Requirement for IMC/EMC)
i. Personal file: Appointment order, resume with supportive documents, Extra curriculum activities, participation in
workshop, Paper published, Training etc.
ii. Course file: Personal time-table, Experiment List, Teaching scheme, Lesson Plan, Subject Syllabus, Hand written or
typed self Notes, Roll call list, Exam. Work, Test Work, Quiz, Power presentation (custom made, readymade, flash
presentation Softcopy), Past Board Exam Question paper set, Last two semester board exam. Result analysis. Contribution
to department work.
Define rules procedures, recruitment and promotional policies
FACULTY NORMS
Minimum Qualifications and Experience for appointment of teaching Posts in Diploma Level Technical
Institutions
Sr.
no. Post Qualification Experience
1 Lecturer/
workshop
suptd.
Bachelor‟s degree in Engineering /
Technology in the relevant branch with
First Class or equivalent. If the candidate has a Master‟s degree in
Engineering / Technology, first class or
equivalent is required at Bachelors or Masters level
2 Head Bachelor‟ s and Master‟s degree of appropriate branch in Engineering /
Technology with First Class or equivalent
either Bachelor‟s or Master‟s level OR
Bachelor‟s degree and Master‟s degree of
appropriate branch in Engineering / Technology with First Class or equivalent
either Bachelor‟s or Master‟s level and
Ph. D or equivalent, in appropriate discipline in Engineering / Technology
Minimum of 10 years relevant experience in
teaching / research /
industry Minimum of 5 years
relevant experience in
teaching / research / industry
3 Principal Qualification as above for the post of Head of Department and Ph. D in engineering
OR
Qualification as above for the post of Head of Department
Minimum of 10 years relevant experience in
teaching / Research /
Industry out of which at least 3 years shall
be at the level of
head of department or equivalent.
119
Recruitment procedure – for new appointment of Faculty:
The number of total post for all disciplines should be calculated as per the AICTE & MSBTE norms & teaching load
as per curricular.
Roaster for all the post shall be approved from concerned authority (The Assistant Commissioner of the respective
Revenue Division) as per G.R. BCC/2009/serial No 291/09/16-B dated 5th Nov 2009.
The institute shall submit the information regarding the number of vacant post to be filled to MSBTE in the
prescribed format (Refer Annexure 1.1) before publishing the advertisement after the approval of the roaster from
concerned authority.
Institute shall publish advertisement for recruitment of faculty in at least two leading newspapers as per prescribed
format given by the MSBTE (Refer Annexure 1.2).
Institute shall constitute a selection committee for recruitment of faculty as per the norms laid down by the MSBTE
(Refer Annexure 1.3). Conduct of interviews / screening test as per guidelines and suggestion by MSBTE
representatives and other members of selection committee.
The institute shall submit the recommendation of the selection committee along with summary report (Refer
annexure 1.4) in the prescribed format (Refer Annexure 1.5 – every page duly signed by members of the selection
committee) to the MSBTE for final approval.
The institute shall appoint the selected candidate within a month only after the final approval from MSBTE.
Promotional policies
To strike a proper balance between the two, the department could observe the following points:
i. Establish a fair and equitable basis for promotion i.e., seniority and qualification both.
ii. A promotion policy established thus should provide equal opportunities for promotion in all categories of jobs,
departments and regions of an organization.
iii. It should ensure an open policy in the sense that every eligible employee is considered for promotion rather than a
closed system which considers only a particular class of employees. It must tell the employees the various avenues
for achieving vertical growth.
iv. The mode of acquiring new skills, knowledge, etc., should be specified to all employees so that they can prepare
themselves for career advancement.
v. It should be consistent in the sense that it is applied uniformity to all employees, inspective of their background.
vi. Promotion policy should contain alternatives to promotion when deserving candidates are no promoted due to lack
of vacancies at higher level. These alternatives include up gradation, re designation, sanctioning of higher pay or
increments or allowances assigning new and varied responsibilities to the employee by enriching the job or
enlarging the job.
vii. Reimbursement of Cost of Books Teachers may be reimbursed 100% of the cost of relevant books and journals,
limited to a maximum reimbursement of Rs. 3,000 per annum.
viii. Reimbursement of Professional Society Membership Fee: Teachers may be reimbursed 50% of the annual
membership fee of one National/international Professional Society.
ix. Reimbursement of TA/DA Registration Fee for Conferences for presenting Technical Papers and journals:
x. Teachers may be reimbursed the expenses incurred for registration fee and TA/DA for attending trainings and
workshops.
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9.1.3. Decentralization in working and grievance redressal mechanism (05)
A. List the names of the faculty members who have been delegated powers for taking
administrative decisions (02)
B. Specify the mechanism and composition of grievance redressal cell including Anti Ragging
Committee & Sexual Harassment Committee (03)
Decentralization in working
Sr. No. Designation Various activities
1. Principal Planning and Direction, Management and Administration,
Intake for each Discipline, AICTE, DTE ,MSBTE Govt.
correspondences etc.
2. Academic Coordinator and Heads (All Dept.)
Instructional activities, Review of quality assurance for teaching & learning activities, extracurricular activities,
industrial visits, expert lectures, Continuing Education
programs, Students examination and periodical
assessment, Development activities Disciplines offered.
3. Training and placement
officer
Student services including training, placement, campus
interviews, career counseling of students, professional
aims and plans, vacation bridge courses, Staff
development (HRD),Industrial Liaison etc.
4. Lecturer Teaching scheme, curriculum including teaching methods. Contact hours in class rooms teaching, laboratories.
Grouping of students for theory/practical tutorial class,
etc.
5. Supporting staff
(Technical and non-technical).
ministerial and accounts sections, Miscellaneous
supporting, etc.
6. Estate staff including security staff.
Library facilities. Miscellaneous supporting and maintenance activities.
7. Various supportive
Committees
Coordination and smooth conduction of works in all
sections
121
122
GRIEVENCE REDRESSAL POLICY
A Grievance is any discontent or dissatisfaction, whether expressed or not, whether valid or not, arising out of
anything connected with the Institute that a student or an employee thinks, believes, or even feels, is unfair, unjust or
inequitable.
1) Objective:
a) Linking with a well-defined Disciplinary System to make it acceptable to all.
b) All actions should be prompt for better redresses of Grievance.
c) To make the redressal process fair, impartial, consistent, with prior warnings and commensurate with
gravity of misconduct.
d) Aim should be on prevention of misconduct rather than controlling through punitive measures.
2) Classification:
3) Grievance Flowchart (for Staff / Students):
123
Understanding the Grievance:
a) Open Door Policy: General invitations to students/staffs informally drop in the Concerned Officer‟s
room and talk informally over their grievance. They may even present the grievance through the official
contact numbers of the said officers.
b) Gripe Boxes: Students/employees can drop their anonymous complaints.
c) Opinion Surveys: Through mentor and other feedback schemes, the opinion surveys may be conducted
for better understanding.
d) E-mails: Through separate e-mails to HOD, Registrar, and Principal or to the Top Management directly.
4) Grievance Redressal Procedure:
a) An aggrieved staff/student shall first present his/her grievance verbally or in writing to the concerned head of
the department. The HOD is required to furnish the answer within 48 hrs of the presentation of grievance.
b) If the staff/student is not satisfied with the answer, he/she can approach to the concerned officers (O.S.)
appointed by management for that purpose directly. The officers must give his/her answer within 3 days of the
presentation of the complainant(s).
c) If the staff/student is not satisfied with the answer, he/she can approach to the “student Mentoring and
Grievance Redressal Committee” which shall evaluate the case and make its recommendations to Principal
within seven days of presentation of the case. The student would be communicated the recommendation within
3days.
d) If the committee fails to take the decision within the stipulated time or the student is not satisfied with the
decision, he/she can an appeal for revision to management. Management is supposed to communicate its
decision within seven days of student‟s revised petition.
124
e) If the staff/student is unsatisfied with the management‟s decision, student‟s council or management may refer
to Affiliating MSBTE, Mumbai Board or Directorate of Technical Education, Mumbai or All India Council for
Technical Education, New Delhi or for legal matter staff can refer the school tribunal, Kolhapur.
Promotional policies
Career advancement scheme implementation:
(a) Career Advancement provided for movement of
i. Career to Lecturer (Senior Scale)
ii. Senior Lecturer /Lecturer (senior scale) to Lecturer (Selection Grade)
(b) Promotion under Career Advancement Scheme,
i. The candidate must have consistently satisfactory performance appraisal reports.
ii. Assessment and selection would be made by a selection committee, as required for normal selection by the
respective institution.
iii. The prescribed teaching/ contact hours of a teacher selected promoted under the Career Advancement Scheme
shall remain the same as that of the substantive post he / she is occupying. ACITE, would in due course,
specify the guidelines for the selection process and the composition of the selection Committee for promotion
under Career Advancement Scheme. Until the ACITE scheme is announced, Selection Committees same as
prescribed for direct recruitments to the corresponding posts may be used for such promotions.
iv. Lecturer (Senior Scale) : A Lecturer will be eligible for placement as Lecturer (senior Scale), through a process
of selection if he / she has:
v. Completed 6 years of service after regular appointment as a Lecturer, with relaxation of 2 years for these with
Ph. D. and one year for those with M. Phil / M.E./ M.Tech.,
vi. Participated in one orientation course / induction training and two refresher courses or industrial training of
aggregate duration of 4 weeks, or has undertaken other appropriate continuing education or training
programmes of comparable quality and duration as may be specified or approved by AICTE/ DST/
MSBTE/NNTTR/. Those with ph. D. degree would be exempted from these course/ training requirements.
vii. Lecturer (Selection Grade) : A Senior Lecturer / Lecturer (Senior Scale) who has a Master‟s degree and 5 years‟
experience as senior Lecturer of Lecturer (Senior Scale), and has consistently satisfactory performance
appraisal reports will be eligible to be placed as Lecturer (Selection Grade), subject to the recommendation of
the Selection Committee.
(c) COUNTING OF QUALIFYING SERVICE FOR CAREER ADVANCEMENT
Counting of Service within the present Institution: The duration of service in adhoc appointment/ leave
vacancy can be counted for promotion to Senior Scale / Selection Grade provided that :
i. The tenure of such appointment was one year or more than one year, without any break.
ii. The incumbent with the prescribed selection procedure as laid down by / Directorate of Technical Education Mumbai
/ State Government (GoM) ;
iii. The concerned Lecturer possessed the minimum qualification prescribed by ACITE for appointment as Lecturers.
iv. The incumbent was selected to the regular post in continuation of service in a temporary capacity/ Adhoc
appointment / level vacancy without any break.
(d) Counting of Service outside the Institution: Previous continuous service, as a Lecturer or equivalent in college ,
national laboratory, or other scientific organizations such as CSIR, ICAR, DROD etc., or in any public sector
industrial undertaking may be counted for placement of Lectures in senior scale/ selection Grade provided that :
i. The posts were in an equivalent grade/ scale of pay as the post of a Lecturer.
ii. The qualifications for the posts were not lower than the qualifications prescribed by ACITE for the post of Lecturer.
iii. The posts were filled in accordance with the prescribed selection procedures as laid down by the Board of
Governors/ institutions regulations/ Directorate of Technical Education / State Government / Central Government.
iv. Ad hoc service / service in contract appointment / leave vacancy was of a continuous duration of not less than one
year and further provided that :
• The incumbent was appointed on the recommendation of a duly constituted selection Committee; and
• The incumbent was selected to the regular post in continuation of the adhoc / contract/ temporary
appointment.
v. The concerned Lecturer has possessed all the minimum qualifications prescribed by ACITE for appointment as
Lecturers.
125
Pay scales for CAS:
(a) The pay of the incumbents to the posts of Lecturer (senior scale) (i.e. the pre-revised scale of Rs. 10,000-15200)
shall be fixed at the appropriate stage in Pay Band of Rs.15600-39100 based on their present pay, with AGP of
Rs. 7000.
(b) Lecturers with completed service of 5 years with the AGP of Rs. 7000 shall be eligible, subject to other
requirements laid down by the AICTE to move up to the AGP of Rs. 8000.
(c) Incumbent Lecturers (Selection Grade) who have completed 3 years in the pre-revised pay scale of Rs. 12000-
18300 on 1.1.2006 shall be placed in Pay Band of Rs. 37400- 67000 with AGP Pay of Rs. 9000 and shall be
continued to be designated as Lecturers (Selection Grade)
(d) Incumbent Lecturers (Selection Grade) who had not completed three years in the pay scale of Rs. 12000-18300
on 1.1.2006 shall be placed at the appropriate stage in the Pay Band of Rs. 15600-39100 with AGP of Rs. 8000 till
they complete 3 years of service in the grade of Lecturer (Selection Grade), and thereafter shall be placed in
the higher Pay Band of Rs.37400-67000 with AGP of Rs. 9000 and accordingly designated as Lecturers (Selection
Grade)
(e) Lecturers (Selection Grade), completing 3 years of teaching with the AGP of Rs. 8000 shall be eligible, subject to
other conditions, as may be prescribed by AICTE, to move to the Pay Band of Rs. 37400- 67000 with AGP of Rs.
9000. (xiii)Posts of HOD shall be in the Pay Band of Rs. 37400-67000, with AGP of Rs.9000. Directly recruited
HOD shall be placed in the Pay Band of Rs. 37400-67000 with an AGP of Rs. 9000, at the appropriate stage in the
Pay Band in terms of the conditions of appointment. All HOD in service shall be appropriately fixed in the Pay Band
of Rs. 37400-67000, with AGP of Rs.9000. (xiv) Head of the Department (HOD), completing 3 years of service in
the AGP of Rs. 9000 and possessing a Ph.D. degree in the relevant discipline shall be eligible, subject to other
conditions of academic performance as laid down by the AICTE, shall be placed in Rs.37400-67000 with AGP
of Rs. 10000.
(f) For initial direct recruitment at the level of Lecturers, HOD and Principal, the eligibility conditions in respect of
academic and research requirements shall be as may be or have been prescribed by the AICTE, through
Regulations.
(g) All advancements to higher grade pays in various cadres will be effected subject to completion of two
AICTE/ISTE/NITTR/DSIT approved refresher programs of not less than two weeks duration each and two one
week each TEQIP sponsored programs.
(h) Workshop Superintendent is treated at par with Lecturers and is to be considered for upward mobility similar to
that of Lecturers.
No. of Beneficiary:-
Sr. No. Name of the Candidate Post
1. Mrs. Rohini Sudhir Patil Sr. Lecturer
2. Mr. Vikas Krishnaji Salunkhe Sr. Lecturer
3. Ms. Shweta Vishwanath Utture Sr. Lecturer
4. Mr. Mangesh Shivaji Mene Sr. Lecturer
126
9.1.4. Delegation of financial powers (05)
A. Demonstrate the utilization of financial powers for each of the assessment years (05)
Institution should explicitly mention financial powers delegated to the Principal, Heads of
Departments and relevant in-charges.
Sr. No.
Particulars Functionaries Proposed Financial
Power
01.
All kinds of expenditure under plan and
non-plan budget, all kinds of purchases
& other expenditure from Sponsor Research, Projects, Schemes and
Consultancy Funds
Chairman Full power
02. All kinds of expenditure under plan and
non-plan budget Principal Upto 5 Lakhs
05.
Stores, spares, accessories
under allotted operating grant (Non Plan)
Purchases under allotted Plan Grant, All Expenditure related to student‟s
activities, including sports.
Heads of Depts. Up to Rs 50000
07.
Purchases, Payments of scholarships &
other allied expenditure within approved
& allotted grant of the year.
Chief Accountants
Upto Rs 20000
Upto 10 Lakhs
08.
Expenditure related to their operational expenses (Office, small equipment,
consumables etc. Expenditure for
medicine/consumable /equipments directly related to Health
Service expense.[i] Payment of
Telephone bill FAX, Bill Electricity/bill,
Water bill etc.,
O.S. Upto Rs. 5000
09.
Expenditure for campus development,
minor repairs, cleaning, minor repair of
roads, parks, convocation and miscellaneous for which the
administrative approval is accorded and
fund is allotted for the purpose.
Estate officer
Upto Rs. 25000
10. Purchases of Journals, consumables,
spares and accessories etc. form
budgetary allocation of the year
Chairman, Library
Committee Upto Rs. 20000
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9.1.5. Transparency and availability of correct/unambiguous information in public
domain (05)
A. Information on the policies, rules, processes is to be made available on web site (2)
B. Dissemination of the information about student, faculty and staff (3)
(Instruction: Availability and dissemination of information through the Internet. Information provisioning in
accordance with the Right to Information Act, 2005).
All relevant information are made available through website. Information is made available through emails and
circulars.
The RTI Cell is constituted in accordance with the provisions of Right to Information Act, 2005 as follows-
Public Information Officer Mr. A.M. Sawant, Off. Suptd.
First Appellate Authority -- Mrs. R.S. Patil, Vice- Principal
Second Appellate Authority -- Dr. S.H.Dabhole ,Principal
The following are in position :
Vishakha samitee (Sexual Harassment Grievance standing committee)
Anti-Ragging Committee/squad
Citizen Charter
Sr.
No.
Service Details Required
Documents
Consent Staff Duration Concern
officer to
register the
complaint
for non-
satisfactory
01. Bonafide Certificate ID Card Mr. Shivaji Patil Same
Day
Dr. S.H.
Dabhole
Principal
02. Leaving Certificate No Dues Form Mr. A. M. Sawant 5 Days
03. Experience Certificate Resignation
Letter
Mr. Y. H. Devarde 1 Week
04. Salary Certificate Application
Letter
Mr. A. S.
Halavankar
1 Day
05. No Objection
Certificate
Application
Letter
Mr. S. R. Chougule 3 Days
06. Mark sheets ID Card Mr. A. S. Dalavi 1 Day
07. Board Certificate ID Card Mr. R. B. Dhagate 1 Day
08. Hall Ticket ID Card Exam Officer Same
Day
12.
[ii] Purchases of equipment, uniform,
consumables, stationeries, spares &
accessories. for registry/requirement for departments not covered above
within allotted grant of the year.
Registrar Upto Rs. 50000
13 For contingency expenditure Accountant
Rs 15000
128
09. ID Card Admission
Receipt
Mr. A. S. Gurav 1 Week
10. Bus Pass Bonafide Mr. Shivaji Patil Same
Day
11. Original Document No Dues Form Mr. S. R. Chougule 3 Days
12. EBC Form As per DTE
Norms
Mr. R. B. Dhagate Same
Day
13. Scholarship Form As per
Government
Norms
Mr. A. M. Sawant Same
Day
14. Bank Account opening
form
Adhar Card and
PAN Card
Mr. A. S. Dalavi 1 Week
15. AICTE, DTE, SSS
correspondence, online
discripancies
As Per timely
revised circular
Mr. Y. H. Devarde 3 Days
16. Regular Student Exam
Form
As per MSBTE
norms
Mr. Y. H. Devarde 1 Week
All the circulars, notices, leave records and all the correspondence are send on the official email of individual staff for
information and circulation.
9.2. Budget Allocation, Utilization, and Public Accounting at Institute level (10)
Summary of current financial year‟s budget and actual expenditure incurred (for the institution
exclusively) in the three previous financial years.
Total Income at Institute level: For CFYm1, CFYm2 & CFYm3
For CFYm1
Total Income in CFYm1:
Actual expenses in
CFYm1
Total No. of
students in
CFYm1:
Fee Govt. Grant(s) Other
Sources
(specify)
Recurring
including
Salaries
Non-
recurring
Special
Projects/Any
other, specify
Expenses
per student
Similar CFYm2 and CFYm3
Note: 1. Non recurring expenditure will include; not limited to; the following:
- Civil/Construction costs
- Equipment (laboratory/workshops/others) - Capital items
2. Recurring expenditure will include; not limited to; the following:
- Maintenance cost
- Consumable materials
- Salaries & Honorarium - Expenses on Seminar/Training Programs/Faculty development programs
- Annual Events expenses
- Travel expenses - Advertisement & Printing expenses
- Annual Registration cost/Taxes
- Water expenses
129
- Power expenses
- Security expenses
Total Income in
CFY: 2018-19
Actual expenses in CFY:2018-19 Total No. of students in
CFY : 966
Fee Govt. Grant(s) Other Sources
(specify)
Recurring including
Salaries
Non- recurring
Special Projects/A
ny other,
specify
Expenses per student
41397932
385813
4864460.56
45732876.56
915329
48340
Total Income in CFY: 2017-18
Actual expenses in CFY:2017-18 Total No. of students in
CFYm1: 963
Fee Govt. Grant(
s)
Other
Sources (specify)
Recurring
including Salaries
Non- recurring Special
Projects/Any other, specify
Expenses per
student
56720844.85 37352209 19368635.85 58900
Total Income in
CFY: 2016-17
Actual expenses in CFY:2016-17 Total No. of
students in
CFYm2:950
Fee Govt. Grant(s) Other Sources
(specify)
Recurring including
Salaries
Non- recurring
Special Projects/Any
other, specify
Expenses per student
39659933.76 00 00 00 31413662 8246272 41747
Total Income in CFY: 2015-16
Actual expenses in CFY (till …):
Total No. of
students in CFYm3:940
Fee Govt. Grant(s) Other
Sources
(specify)
Recurring
including
Salaries
Non-
recurring
Special
Projects/Any
other, specify
Expenses per
student
37342834 00 00 00 34602571 2740263 39726
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9.2.1 Adequacy of budget allocation (4)
Budget requirements under recurring and nonrecurring heads are collected from every departments and sections
before the commencement of the financial year.
Allocations are made as per the availability of funds.
Spending is monitored by the accounts section.
Supplementary allocations are made in special cases.
The institution carefully monitors the expenses so that the necessities are met without affecting the smooth
working of the institution.
The management has been very efficiently doing this over the past several years that the institution never had
any serious budget crunch that affected the functioning of the college
9.2.2 Utilization of allocated funds (4)
(The institution needs to state how the budget was utilized during the last three years)
Funds are allocated by the Management of the College and monitored by Head accountant officer (site -
Chichewadi wing).
Department Heads / Section-in charges are intimated of the extent of funds allocated against their budget
proposals.
Major works like construction, up-gradation of existing infrastructure, procurement and maintenance of
common utilities, house-keeping, procurement of furniture etc. are controlled directly by the Management.
Actions for procurement of lab equipment, up-gradation of existing lab facilities, purchase of consumables
etc. are initiated from the respective departments and the funds are released on a case by case basis from the
accounts office of the college on approval by the Management.
During the last three years, the budget was utilized to meet expenses such as staff salary, infrastructure
development, purchase of equipment, expenses towards consumables and contingencies, travel etc.
Every year almost 75% of the budget is spent on staff salary, 10% on infrastructure development, about 8% on
purchase of equipment, about 5 % on library development and the rest 2% on other expenses. This has been
the general pattern of utilization of budget for the last 5 years.
9.2.3 Availability of the audited statements on the institute’s website (2)
(The institution needs to make audited statements available on its website)
As of now, the audited statements of accounts of the college are not made available on the college website. However, this
can be done with the permission of the Governing body and the Management of the college.
131
9.3 Department Specific Budget Allocation, Utilization (05)
Total Budget at Institute level: For CFY, CFYm1, CFYm2 & CFYm3
For CFY
Total Budget in CFY:
Actual expenses in CFY (till …):
Non-recurring Recurring Non-Recurring Recurring
Note: Similar tables are to be prepared for CFYm1, CFYm2 & CFYm3.
CFY: Current Financial Year – CFYm1 (Current Financial Year minus 1) CFYm2 (Current
Financial Year minus 2)
9.3.1. Adequacy of budget allocation (02)
(In this section, the institution needs to justify that the budget allocated over the assessment
years was adequate)
Budget requirements under recurring and non-recurring „heads are collected from every departments and
sections before the commencement of the financial year.
Allocations are made as per the availability of funds.
Spending is monitored by the accounts section. Supplementary allocations are made in special cases.
The institution carefully monitors the expenses so that the necessities are met without affecting the smooth
working of the institution.
The management has been very efficiently doing this over the past several years that the institution never had
any serious budget crunch that affected the functioning of the college.
9.3.2. Utilization of allocated funds (03)
(In this section, the institution needs to state how the budget was utilized during the last
three assessment years)
Funds are allocated by the Management of the College.
Department Heads are intimated of the extent of funds allocated against their budget proposals.
Actions for procurement of lab equipment, up-gradation of existing lab facilities, purchase of consumables,
furniture etc. are initiated from the department.
The funds are released on a case by case basis from the accounts office of the college on approval by the
Management.
During the last three years, the budget was utilized to meet expenses like purchase of equipment, expenses
towards consumables and contingencies, etc.
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CFY 2018-19 for Civil Engineering
Total Budget in CFY : 2018-19
Actual expenses in CFY (till …):
Non recurring Recurring Non Recurring Recurring
135000 4800000
100000 4622268
CFY m1 2017-18 for Civil Engineering
Total Budget in CFY m1 : 2017-18
Actual expenses in CFY m1 (till …):
Non recurring Recurring Non Recurring Recurring
25000 4500000
16655 4375940
CFY m2 2016-17 for Civil Engineering
Total Budget in CFY m2 : 2016-17
Actual expenses in CFY m2 (till …):
Non recurring Recurring Non Recurring Recurring
65000 5300000 48275 5124438
133
CFY m3 2015-16 for Civil Engineering
Total Budget in CFY m3 : 2015-16
Actual expenses in CFY m3 (till …):
Non recurring Recurring Non Recurring Recurring
60000 2800000
52530 2687117
9.4. Library and Internet (20)
(It is assumed that zero deficiency report was received by the institution, Effective availability and
utilization to be demonstrated)
9.4.1. Quality of learning resources (hard/soft) (10)
A. Availability of relevant learning resources including e-resources and Digital Library (7)
B. Accessibility to students (3)
S.N. Course Name Titles Volumes Journals
National Int. National e-journals
1 Computer Engineering 300 1500 7 2 30
2 Electronics &Tele Communication
Engineering
300 1500 13 2 30
3 Electrical Engineering 275 1375 6 00 30
4 Automobile Engineering 275 1375 4 1 15
5 Mechanical Engineering 275 2750 5 4 25
6 Civil Engineering 200 1000 6 00 15
TOTAL 1625 9500 41 09 145
Other Details of library
Total number of books available (issue
section) 8790
Reading Room capacity 150 students
Total number of books available under book
bank scheme 710
Total number of books available in library 9500
Average daily library use by student (in
percentage of total student) More than 8%
Library Automation Automation with bar coding exit
Availability of book bank facility more than 50% of students
Digital Library (NPTEL videos, model answers, sample question papers, e-study materials etc.)
IIT Bombay Spoken Tutorials in collaboration with MSBTE Mumbai
Language Lab
Online software platform of soft skill test
Wi-Fi facility for pc‟s/tabs/mobiles and laptops
VTP center for skill up gradation.
134
Accessibility to students
Student can access digital library material through intranet, pen drives or other storage media.
Student can login and register to Spoken tutorial for content updating program
Student can utilize their time in language lab to improve communications
Drop out students can enroll for VTP module for skill up gradation
9.4.2. Internet (10)
A. Available bandwidth (4)
B. Wi-Fi availability (2)
C. Internet access in labs, classrooms, library and offices of all Departments (2)
D. Security Arrangements (2)
Name of the Internet provider: BSNL Kolhapur
Available bandwidth: 100 mbps lease line & Standby 10 Mbps via RF from Crosston Pvt. Ltd.
Wi-Fi availability : Yes, available for 1 km Range for Tabs , Mobiles , Laptop and PCs
Internet access in labs, classrooms, library and offices of all Departments through intranet with 195 nodes
with one active server
Security arrangements: Through Firewall software and Quick heal Anti-Virus.
9.5 Institutional Contribution to the Community Development/ Go-green (05)
Sr. No Activity
Duration Beneficiaries’
From TO
01 On wheel Career Fair 2013 in collaboration
with Directorate of Technical Education, Mumbai and Maharashtra State Board of
Technical Education, Mumbai.
29th
Jan.2013
31st Jan.
2013
27675 (At Gadhinglaj, Nool,
Mahagaon, Nesari, Kowad, Chandgad ,Ajara and Uttur )
02 Street Play Act 2015 on occasion of
Engineer‟s Day for social awareness (Save
Baby Girl, Chang yourself change the country, Plastic ban, Don‟t drink and drive
and Save the Nature.)
14th
Sept.2015
16th
Sept.2015
2325
At Chandgad, Naganwadi,
Mahagaon, Ajara, Halkrani, Gadhingalaj, Uttur, Murgud,
Kagal.
03 Clean INDIA mission 07th
Feb.2015
07th
Feb.2015
Cordial Of KAL BHAIRAV temple &
surrounding Area Gadhinglaj And SAMANGAD Fort & surrounding
Area
04 Distribution of First Aid Box on occasion of
Engineer‟s Day for schools
13th
Sept.2014
15th
Sept.2014
125 Primary & Secondary Schools
05 Continuous Education Program for 3 days
at Each Semester
1.Electrical Power Generation 2.CNC machining and its
application
3.Latest Operating System 4.Computer Network and
Troubleshooting
5.Information commutation technology
2014-15
2015-16
270 Vocational Students
06 Taluka Level Science Exhibition 2015 in collaboration with Zilla parished Kolhapur
and Panchayat Samiti Gadhinglaj
16th Dec.2015
18th Dec.2015
123 Schools were participated &5000 students benefited
07 Blood Donation Camp 15th
Sept.2015
15th
Sept.2015
123 blood bottles were collected
08 Static Career Fair 2018 in collaboration
with Directorate of Technical Education, Mumbai and Maharashtra State Board of
Technical Education, Mumbai.
14th June
2018
14th June
2018
1550 students
135
9.6 Alumni Performance and Connect (10)
Alumni cell serve as a platform for interaction between its students, past and present. The interaction guide the students
on essential skills required in achieving the excellence. Further, Alumni Student Association is registered with trust
registration no. Maharashtra/35689/Kop, dated 10/10/2016 and arranged meets as below.
Alumni Meet Date Alumni attended
First Alumni Meet 2015 27/03/2015 128
Second Alumni Meet 2016 17/12/2016 170
Third Alumni Meet 2018 22/12//2018 240
SGM alumni conducted expert lectures at their department.
Mark as Brand Ambassador for local region.
Help TPO to connect with more companies for placement and In-plant training.
136
Declaration
The head of the institution needs to make a declaration as per the format given below:
I undertake that, the institution is well aware about the provisions in the NBA‟s accreditation
manual concerned for this application, rules, regulations, notifications and NBA expert visit guidelines in
force as on date and the institute shall fully abide by them.
It is submitted that information provided in this Self- Assessment Report is factually correct. I
understand and agree that an appropriate disciplinary action against the Institute will be initiated by the
NBA in case any false statement/information is observed during pre-visit, visit, post visit and subsequent
to grant of accreditation.
Date : 29/06/2019 Signature
Place : Mahagaon Name : Dr. Sanjay H. Dabhole
Designation of the Head of the Institution with seal
137
ANNEXURE 1
(A) PROGRAM OUTCOMES (POs)
1. Basic and Discipline specific knowledge: Apply knowledge of basic mathematics, science and
engineering fundamentals and engineering specialization to solve the engineering problems.
2. Problem analysis: Identify and analyze well-defined engineering problems using codified standard
methods.
3. Design/ development of solutions: Design solutions for well-defined technical problems and assist
with the design of systems components or processes to meet specified needs.
4. Engineering Tools, Experimentation and Testing: Apply modern engineering tools and
appropriate technique to conduct standard tests and measurements.
5. Engineering practices for society, sustainability and environment: Apply
appropriate technology in context of society, sustainability, environment and ethical
practices.
6. Project Management: Use engineering management principles individually, as a team
member or a leader to manage projects and effectively communicate about well-defined
engineering activities.
7. Life-long learning: Ability to analyze individual needs and engage in updating in the context of
technological changes.