SELF ASSESSMENT REPORT

(SAR)
For Bachelor of Computer Engineering (Tier II)

National Board of Accreditation

New Delhi

Department of Computer Engineering

AISSMS College of Engineering Pune - 411001
 SAR Contents

Serial Code & Link

Item Page No.
to the Item

PART A Institutional Information 1-7

PART B Criteria Summary 8

Program Level Criteria

1 Vision, Mission and Program Educational Objectives 9-16

2 Program Curriculum and Teaching – Learning Processes 17-72

3 Course Outcomes and Program Outcomes 73-114

4 Students’ Performance 115-130

5 Faculty Information and Contributions 131-162

6 Facilities and Technical Support 163-167

7 Continuous Improvement 168-204

Institute Level Criteria

8 First Year Academics 205-231

9 Student Support Systems 232-254

10 Governance, Institutional Support and Financial Resources 255-280

Program Outcomes(POs) & Program Specific

Annexure-I
Outcomes(PSOs)
AISSMS College of Engineering

ALL INDIA SHRI SHIVAJI MEMORIAL SOCIETY S COLLEGE OF ENGG KENNEDY ROAD
NEAR R.T.O. PUNE
Part A : Institutional Information

1 Name and Address of the Institution

ALL INDIA SHRI SHIVAJI MEMORIAL

SOCIETY S COLLEGE OF ENGG
KENNEDY ROAD NEAR R.T.O. PUNE,
KENNEDY ROAD, PUNE-411001

2 Name and Address of Affiliating University

UNIVERSITY OF PUNE GANESHKHIND ROAD PUNE-411007

3 Year of establishment of the Institution:

1992

4 Type of the Institution:

University Autonomous
Deemed University Affiliated
Government Aided

5 Ownership Status:

Central Government Trust

State Government Society
Government Aided Section 25 Company
Self financing Any Other(Please Specify)

6 Other Academic Institutions of the Trust/Society/Company etc., if any:

Name of Institutions Year of Establishment Programs of Study Location

Engineering and Technology :
(Under Graduate Courses)
1) Computer Engineering
All India Shri Shivaji Memorial
2) Electrical Engineering
Society’s Institute of Information 1999 Kennedy Road,
3) Instrumentation Engineering Pune - 1
Technology, Pune – 1
4) Electronics and
Telecommunication Engineering

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5) Information Technology
6) Artificial Intelligence and Data
Science (Post Graduate Courses)
1) Electronics and
Telecommunication Engineering
(VLSI & Embedded Systems)
2) Electrical Engineering (Power
Electronics and Drives)
Diploma Courses
1) Civil Engineering
All India Shri Shivaji Memorial
1994 Kennedy Road,
Society’s College of Polytechnic, 2) Computer Engineering
Pune - 1
Pune – 1 3) Electronics and
Telecommunication Engineering
4) Information Technology
5) Instrumentation Engineering
6) Mechanical Engineering
7) Automobile Engineering
All India Shri Shivaji Memorial
1996 B Pharm and M Pharm Kennedy Road,
Society’s College of Pharmacy,
Pune - 1
Pune – 1
All India Shri Shivaji Memorial
2002 MBA Kennedy Road,
Society’s Institute of
Pune - 1
Management, Pune – 1
All India Shri Shivaji Memorial
Society’s College of Hotel 1997 CHMCT Course : 55-56,
BHMCT, BSc HS Shivajinagar,
Management & Catering
Pune – 411 005
Technology, Pune – 5
ITI Courses :
Welder ( Gas & Electric )
All India Shri Shivaji Memorial
1991 Mechanic Diesel, Fitter, Turner, At – Daund,
Society’s Private Industrial Urulikanchan,
Training Institute, Pune – 02 Machinist, Machinist ( Grinder ), Dist – Pune – 412
Mechanic (Refrigeration and Air- 202
Conditioner), Electrician,
Mechanic (Motor Vehicle),
Electronic Mechanic, Painter
( General ), Tool and Die Maker
( Press, Tool, Jig and Fixture )
All India Shri Shivaji Memorial School & Jr College : Std. 5th
1972 55-56,
Society’s SSPM Day School & to 10th (School), Std. 11th to 12th
Shivajinagar,

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AISSMS College of Engineering
Junior College, Pune – 5 (College – Science & Commerce) Pune – 411 005

All India Shri Shivaji Memorial School & Jr College : Std. 1st to
1932 55-56,
Society’s Shri Shivaji 10th (School) & 11th to 12th
Shivajinagar,
Preparatory Military School, (College – Science & Commerce) Pune – 411 005
Pune – 5

7 Details of all the programs being offered by the institution under consideration:

Prog Year
Name of ram Start of Initia Intake Curre Accreditatio From To Program Program
Appli of AICT l Increas nt n for for
Program year Intak e Intake considerati Duration
ed E
e status on
level approval

Not
Electrical UG 1992 1992 60 No 60 18/01/ 20/01/2 Yes 4
accredited
Engg. 2013 013
(specify
visit dates,
year)

Electrical PG 2011 2011 18 No 18 Eligible but -- -- No 2

Engg. not applied

Granted
Chemical UG 1996 1996 40 Yes 60 2013 2015 No 4
Engineering

ME - PG 2011 2011 18 No 18 Eligible but -- -- 0 2

Chemical not applied
Engineering

Not
Civil UG 2002 2002 60 Yes 120 18/01/ 20/01/2 0 4
accredited
Engineering 2013 013
(specify
visit dates,
year)

ME - Civil
PG 2010 2010 18 No 18 Eligible but -- -- 0 2
Engineering
not applied
(Structural
Engineering
)

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Granted
Computer UG 1998 1998 40 Yes 120 2013 2015 0 4
Engineering

ME -
Computer PG 2013 2013 18 No 18 Not eligible -- -- 0 2
for
Engineering
accreditatio
(Artificial n
Intelligence
and Data
Science)

Electronics Not
UG 1992 1992 60 No 60 18/01/ 20/01/2 0 4
and accredited
2013 013
Telecommu (specify
nication visit dates,
Engineering year)

ME-
PG 2009 2009 18 No 18 Not eligible -- -- 0 2
for
Electronics
accreditatio
&Telecom n
munication
Engineering
(IOT and
Sensor
Systems)

Granted
Mechanical UG 1992 1992 60 Yes 120 2013 2015 0 4
Engineering

ME -
PG 2013 2013 18 No 18 Eligible but -- -- 0 2
Mechanical
not applied

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Prog Year
Name of Start Initia Intake Curre Accreditation From To Progra Program
ram of
of l Increas nt status m for for
Program Appli AICT
year Intak e Intake consider Duration
ed E
e ation
level approval
Granted
Mechanical UG 1994 1994 30 Yes 60 2013 2015 0 4
Engineering
(Sandwich)

Granted
Production UG 1994 1994 30 Yes 60 2013 2015 0 4
Engineering
(Sandwich)

ME -
PG 2009 2009 18 No 18 Eligible but -- -- No 2
Mecha
not applied
nical
Engine
ering
(Automotive
Engineering
)

Robotics and UG 2022 2022 30 No 30 Not eligible -- -- No 4

Automation for
accreditation

8 Programs to be considered for Accreditation vide this application:

S No Level Discipline Program

1 Under Graduate Engineering & Technology Civil Engg.
2 Under Graduate Engineering & Technology Computer Engg.
3 Under Graduate Engineering & Technology Electrical Engg.
4 Under Graduate Engineering & Technology Mechanical Engg.
5 Under Graduate Engineering & Technology Chemical Engineering

9 Total number of employees in the institution:

A. Regular* Employees (Faculty and Staff):
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AISSMS College of Engineering

2021-22 2020-21 2019-20

Items
MIN MAX MIN MAX MIN MAX
Faculty in Engineering (Male) 85 86 90 90 89 93
Faculty in Engineering (Female) 64 64 55 57 60 60
Faculty in Maths, Science & Humanities 9 10 7 7 8 9
(Male)
Faculty in Maths, Science & Humanities 4 5 7 7 7 7
(FeMale)
Non-teaching staff (Male) 105 105 105 107 107 109
Non-teaching staff (FeMale) 9 10 9 10 9 9
B. Contractual* Employees (Faculty and Staff):
2021-22 2020-21 2019-20
Items
MIN MAX MIN MAX MIN MAX
Faculty in Engineering (Male) 4 4 0 0 1 1
Faculty in Engineering (Female) 1 1 2 2 3 3
Faculty in Maths, Science & Humanities (Male) 0 0 0 0 0 0
Faculty in Maths, Science & Humanities (FeMale) 0 0 0 0 0 0
Non-teaching staff (Male) 0 0 0 0 0 0
Non-teaching staff (FeMale) 0 0 0 0 0 0

10 Total number of Engineering Students:

Engineering and Technology- Shift1 Shift2

UG
Engineering and Technology- PG Shift1 Shift2
Engineering and Technology- Shift1 Shift2
Polytechnic
MBA Shift1 Shift2
MCA Shift1 Shift2

Engineering and Technology- UG Shift-1

Items 2021-22 2020-21 2019-20

Total no. of 2312 2342 2075
Boys
Total no. of 718 770 740
Girls
Total 3030 3112 2815

Engineering and Technology- PG Shift-1

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Items 2021-22 2020-21 2019-20

Total no. of 45 50 48
Boys
Total no. of 28 27 21
Girls
Total 73 77 69

11 Vision of the Institution:

Service to Society through quality education

12 Mission of the Institution:

1) Generation of national wealth through education and research.

2) Imparting quality technical education at the cost affordable to all strata of the Society.

3) Enhancing the quality of life through sustainable development.

4) Carrying out high quality intellectual work.

5) Achieving the distinction of highest preferred Engineering College in the eyes of the stake holders.

13 Contact Information of the Head of the Institution and NBA coordinator, if designated:

Head of the Institution

Name Dr Dattatraya Shankar Bormane
Designation Principal
Mobile No. 9850282286
Email ID [email protected]

NBA Coordinator, If Designated

Name Dr Mangesh Ravindra Phate

Professor in Mechanical
Designation
Engineering
Mobile No. 7058816968
s Email ID [email protected]

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PART B: Criteria Summary

Name of the program: Computer Engineering

Criteria
Criteria Mark/Weightage
No.

Program Level Criteria

1. Vision, Mission and Program Educational Objectives 60

2. Program Curriculum and Teaching – Learning Processes 120

3. Course Outcomes and Program Outcomes 120

4. Students’ Performance 150

5. Faculty Information and Contributions 200

6. Facilities and Technical Support 80

7. Continuous Improvement 50

Institute Level Criteria

8. First Year Academics 50

9. Student Support Systems 50

10. Governance, Institutional Support and Financial Resources 120

Total 1000

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CRITERION 1 VISION, MISSION AND PROGRAM EDUCATIONAL OBJECTIVES (60)

1.1 State the Vision and Mission of the Department and Institution (5)

1.1.1 Vision of the Institution

Service to society through quality education
1.1.2 Mission of the Institution

M1: Generation of national wealth through education and research imparting quality
technical education at the cost affordable to all strata of the society

M2: Enhancing the quality of life through sustainable development

M3: Carrying out high-quality intellectual work

M4: Achieving the distinction of the highest preferred engineering college in the eyes
of the stakeholders

1.1.3 Vision of the Department

Contributing to the welfare of society through technical and quality education

1.1.4 Mission of the Department

M1: To produce best quality computer science professionals by imparting quality
training, hands on experience and value education
M2: To strengthen links with Industry through partnerships and collaborative
developmental works
M3: To attain self-sustainability and overall development through research,
consultancy and development activities
M4: To extend technical expertise to other technical institutions of the region and play a
lead role to impart technical education

1.2 State the Program Educational Objectives (PEOs)

(5)

PEO1: To prepare the graduates for successful careers in IT industry, by developing

their ability to solve computing problems in multidisciplinary environment.
PEO2: To develop ability among the graduates to analyze data and technical
concepts for various application development of real-life.
PEO3: To Motivate and provide graduates various opportunities for further studies,
team work and successful career in their chosen domain.
PEO4: To motivate and encourage graduates to understand their social, ethical and
cultural responsibilities as well with their professional responsibilities.

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1.3 Indicate where the Vision, Mission and PEOs are Published and Disseminated among
Stakeholders (10)

Sl Medium of Publishing Stake holders

Internal External
1 The Institute website Yes Yes
www.aissmscoe.com
2 Academic Calendar of Department Yes Yes
3 Students Journal Yes Yes
Vision 4 Faculty Course files Yes Yes
Mission 6 News Letter Yes Yes
PEOs 7 Annual Magazine Yes Yes
8 Department Library Yes Yes
9 HOD Office Yes Yes
10 Department notice Board Yes Yes
11 Laboratory Manuals Yes Yes
12 Corridors of department Yes Yes
13 Seminar Hall Yes Yes
Table 1.3-(a) Publication Medium

Sl Method of Dissemination Stake holders

Internal External
1 Brochure and Flyers of programs Yes Yes
2 Invitation cards Yes Yes
3 Conferences organized Yes Yes
Vision
4 College programs Yes Yes
Mission
5 Parent Teacher Meetings Yes Yes
PEOs
6 Placement drives Yes Yes
7 Alumni Meetings Yes Yes
8 Chapter activities Yes Yes
10 Industry visits by faculty members Yes Yes
11 E mail correspondence Yes Yes

Table 1.3 – (b) Dissemination Method

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Dissemination Process Chart

Figure 1.3 – (a) Dissemination Method

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Publication Proof:

Institute Website Vision-Mission Institute Website PEOs

Dissemination Proof

Flyers of programs Parent Meet

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1.4 State the Process for Defining the Vision and Mission of the Department, and PEOs of the
Program (25)
 Firstly, in a staff meeting tentative statements of vision and mission have been written keeping
in mind vision and mission statements of Institute.
 All the staff members have taken note of it and each faculty member has been asked to go
through vision and mission statement thoroughly and give their suggestions about the same then
after many brainstorming sessions, vision and mission has been rectified incorporating the
suitable suggestions.
 These vision and mission statements are then distributed to various stakeholders like Parents,
Industry Experts ,Students, Alumni etc and again this statement of vision and mission has been
rectified incorporating the suitable suggestions from various stakeholder.
 These vision and mission statements are then submitted to Departmental Advisory Board
(DAB), Program Assessment and Quality Improvement Committee (PAQIC), Principal and also
Management for their approval and suggestions.
 These finalized statements are then displayed on common notice board of college as well as
department’s HOD’s cabin, main passages, library along with seminar hall and laboratories of
Department

Figure 1.4(a): Process of defining Department vision and mission

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Process for defining the PEOs of the program (15)

To begin with, in a staff meeting tentative statements of Program Educational Objectives have been
established by keeping in mind vision-mission statements (Institute, department) and future trends and
scope of programme.

Program Educational Objectives are established by keeping views of various stakeholders in mind. The
suggestions and feedback from Alumni, Parents in relevance with the professional and carrier
accomplishment.

Based on feedback and suggestions provided by various stakeholders PEOs are analyzed and reviewed by
Department Advisory Board (DAB) and Program Assessment and Quality Improvement Committee
(PAQIC).

Fig 2: Process of establishing PEO’s

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1.5 Establish consistency of PEOs with Mission of the Department

A. Preparation of a matrix of PEOs and elements of Mission

PEO STATEMENT M1 M2 M3 M4
PEO1: To prepare the graduates for successful careers in IT industry, by
developing their ability to solve computing problems 3 3 3 -
in multidisciplinary environment

PEO2: To develop ability among the graduates to analyze data and 2 2 2 1

technical concepts for various application development of real-life.
PEO3: To Motivate and provide graduates various opportunities for further
studies, team work and successful career in their chosen domain 2 2 2 -

PEO4: To motivate and encourage graduates to understand their Social, ethical

and Cultural responsibilities as well with their professional responsibilities. 2 2 1 -

Correlation levels are - 1: Slight(Low) 2: Moderate(Medium) 3: Substantial(High)

B. Consistency/justification of co-relation parameters of the above matrix

Substantially Mapped

PEOs Mission Justification

Students are groomed with quality training and hands on experience through value
M1
education.
PEO1 Licensing with various industries of related domain is increased through collaborative
M2 development which made it easy for students to understand challenges and scope in the
industry
Students are encouraged to do their final year project ,third year seminar based on recent
M3
trends in research.
M1 Technical expertise made students to opt higher education.
PEO3 Promotion of team engagement and creative activities lead to enhance the team work
M3
and leadership quality.
Moderately Mapped

PEOs Mission Justification

Students are motivated to do their third year internship, final year projects, paper
PEO1 M3
publication ,seminars based on recent research trends
M1 Students are groomed to participate in various technical competitions across the nation.
Through one faculty one industry, students explore new technologies and applications
PEO2 M2
and able to solve real life problems.
M3 Students are motivated for paper and poster publication based on recent research trends
Students are encouraged and motivated for further studies and start-ups and soft-skill
M1
trainings are provided for overall development.
PEO3 Students are taken to various industrial visits and industrial seminars are organized to
M2
make them aware about various recent trends in industry.
M3 Paper publication and start-up innovations are encouraged in students.
Extra-curricular activities, Sport activities and NSS activities are promoted between
PEO4 M1
students for overall development.
M2 Social and Cultural events help students to cultivate responsibility towards society

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Mapping Proof:

Student’s joining letter Student’s joining letter

Student joined higher courses Student cleared TOFEL/GRE

Student cleared GATE Alumni interaction with students

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CRITERION 2 PROGRAM CURRICULUM AND TEACHING - LEARNING

PROCESSES (120)

2.1 Program Curriculum (20)

2.1.1. State the process used to identify extent of compliance of the University curriculum for
attaining the Program Outcomes and Program Specific (10)
The AISSMS College of Engineering is affiliated to Savitribai Phule Pune University (SPPU), Pune,
Maharashtra. The program curriculum is as provided by SPPU which is a composition of Basic
sciences, humanities and social sciences, professional courses and their distribution as core and
electives with the specified breadth and depth of learning. The curriculum is formulated and reviewed
once in 4 years through Board of Studies (BoS) Computer Engineering, SPPU comprising a chairman,
members and Industry representatives. Currently two patterns of program curriculum namely 2015
and 2019 are in execution. The components of curriculum are shown in table 2.1.

Table 2.1 Components of curriculum (2019 Pattern)

Sr. No. Course Components Total No. of credits Curriculum Contents(%)

1 Basic Science and Humanities 11 6

2 Engineering Science 36 21
3 Program Core 88 52
4 Program Electives 18 11
5 Project, Internship and Seminar 15 10

Fig 2.1 Components of Curriculum (2019 Pattern)

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University Curriculum

Fig 2.2 FE Syllabus Structure 2019 Pattern

Table 2.3 FE 2019 Syllabus Structure Semester I

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Table 2.3 FE 2019 Syllabus Structure Semester II

SE 2019 Syllabus Structure:

Fig 2.3 SE 2019 Syllabus Structure

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Table 2.4 SE 2019 Syllabus Structure Semester III

Table 2.5 SE 2019 Syllabus Structure Semester IV

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TE 2019 Syllabus Structure:

Fig 2.4 TE 2019 Syllabus Structure

Table 2.5 TE 2019 Syllabus Structure Semester V

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Table 2.6 TE 2019 Syllabus Structure Semester VI

BE 2015 Syllabus Structure:

Fig 2.7 BE 2015 Syllabus Structure

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Table 2.8 BE 2015 Syllabus Structure Semester I

Table 2.9 BE 2015 Syllabus Structure Semester II

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The process used to identify extent of compliance of the University curriculum for attaining the
Program Outcomes and Program Specific Outcomes is explained in Fig 2.6

Fig 2.6 The process used to identify extent of compliances

Table 2.10 Curriculum gaps identified

A. Curriculum Gap identified in the A.Y.2019-20

Sr. No Gap identified

1 Technical Skills in line with the requirements of the industry
2 Knowledge and skills used to solve real world problem on social, economic and health context
3 Mathematical concepts of Automata theory need to be included in Curriculum
4 Industry readiness
5 Use of modern tools and technologies

B. Curriculum Gap identified in the A.Y.2020-2021

Sr. No Gap identified

1 Environment friendly engineering solutions for sustainable development
2 Industry readiness
3 Knowledge and skills used to solve real world problem on social, economic and health context

4 Technical Skills in line with the requirements of the industry

5 Use of modern tools and technologies

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c. Curriculum Gap identified in the A.Y.2021-2022

Gap identified
1 Technical Skills in line with the requirements of the industry
2 Knowledge and skills used to solve real world problem on social, economic and health context
3 Engineering and economics
4 Course on environment and sustainability
5 Full stack development

2.1.2 State the delivery details of the content beyond the syllabus for the attainment of POs and PSOs
(10)

The content beyond syllabus is delivered to the students mainly in the form of expert lectures by academicians and
industry experts but also by means of workshops, Class room instructions, NPTEL videos, industrial visits and
providing course materials. The department has given inputs and suggestions regarding gaps to affiliating university.
The email sent to the Board of Studies (Computer Engineering) SPPU, Pune is shown below.

---------- Forwarded message ---------

From: Dwarkoba Gaikwad
<[email protected] (mailto:[email protected])>
Date: Tue, Apr 12, 2022 at 9:11 AM
Subject: Suggestion for BE syllabus
To: Mrs. V.H. Patil <[email protected] (mailto:[email protected])>
Cc: Principal AISSMSCOE <[email protected] (mailto:[email protected])>

Subject: Suggestion for BE syllabus

The AISSMS College of Engineering has its Stakeholder feedback policy and receives feedback from various
stakeholders namely Faculty, Students. In Feedbacks, we received questions on curriculum and its effective
implementation.
Following suggestions were given by stakeholders. Therefore, we request you to consider these suggestions in the next
revision of Final Year Engineering.

1. Need to add subject relating Engineering and economics

2. Subject based on environment and sustainability can be included
3. Full stack development should be the one of the subject
We hope these inputs given for curriculum enrichment will be used to the course committees constituted in the
forthcoming workshop.

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2020-21

Date- Relevance
% of
Month- Resource Person to POs,
S.No Gap Action Taken students
Year with Designation PSOs
Mr Harsha Kakkeri
1 Use of modern tools Webinar on future of 24/8/2020 Founder and CEO, 75 PO1
and technologies design ,PO5,PSO1
Designboat, UI/UX
school, Pune.
Environment friendly
2 engineering solutions Webinar on renewable 30/12/2020 Mr Mahesh Wagh 100 PO7,PSO2
energy conservation
for Sustainable
development
Webinar on Essential
3 Industry readiness communication skill for 15/21/2020 Dr. Rupa Shaha, 85 PO10,PSO3
Corporate Trainer
engineers
Webinar on Integrated Mr Rajedra Prasad,
4 Use of modern tools platform on Mega 3/09/2020 Qualitas 94 PO 5, PSO 2
and technologies
Trending Emerging technologies,
Technology Chennai, India
Hans Kumar Yadav
5 Industry readiness Webinar on discover 6/12/2021 Facilitator Seniour 80 PO10,PSO3
your self
Engg Manager,
Qubole
Technical Skills in line Mr. Kushal Shukla PO 5, PO
6 with the requirements Workshop on Spring 14/5/2021 Software 90 12, PSO2
Microservices
of the industry Development
Specialist Amdocs,
Pune
Technical Skills in line PO 5, PO
7 with the requirements Virtual Industrial Visit 23/02/2021 Paradise Telecom Ptv. 90 12, PSO2
Ltd, Pune
of the industry
PO6, PO7,
8 Professional Ethics NSS activities 15/8/2021 NSS C Coordinators 50 PO8, PO9
Technical Skills in line PO 5, PO
9 with the requirements Workshop on UX/UI 04/10/2020 Google’s Developer 60 12, PSO2
Design and Prototyping Student Club (DSC
of the industry
Club)
Technical Skills in line PO 5, PO
10 with the requirements Open Source Webinar 20/10/2020 Google’s Developer 60 12, PSO2
Student Club (DSC
of the industry
Club)
Technical Skills in line PO 5, PO
11 with the requirements Roadmap to be a Full 22/11/2020 Google’s Developer 60 12, PSO2
Stack Android Student Club (DSC
of the industry
Developer Club)
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Technical Skills in line PO 5, PO

12 with the requirements Android Study Jam –I 06/12/2020 Google’s Developer 70 12, PSO2
Student Club (DSC
of the industry
Club)
Technical Skills in line PO 5, PO
13 with the requirements Android Study Jam -II 27/12/2020 Google’s Developer 70 12, PSO2
Student Club (DSC
of the industry
Club)
Technical Skills in line PO 5, PO
14 with the requirements Android Study Jams- III 16/01/2021 Google’s Developer 70 12, PSO2
Student Club (DSC
of the industry
Club)

2019-20

Date-
Relevance
Month- Resource Person % of
S.No Gap Action Taken to POs,
Year with Designation students
PSOs
Mathematical Expert Lecture Sherin Mathew,
1 concepts of Conducted on Basics of 9/9/2019 Research Associate, 78 PO1
Automata theory Automata theory’s Search Bourne
need to be included mathematical concepts Consulting Ltd.Pune.
in Curriculum
Technical Skills in
2 line with the Expert lecture on 9/10/2019 Srikant Borude, 68 PO12, PO2
Parallel computing NetScout,Pune.
requirements of the
industry
Technical Skills in Expert lecture on Mr.JalajPachouly,
3 line with the Microservices and data 29/03/2019 Senior Consultant , 70 PO12,PSO1
requirements of the structure in Web Symantec Software
industry graphs and Google India Pvt. Ltd. Pune.
Maps
Webinar on Big picture
4 Industry readiness of placement process 31/05/2021 Mr. Pushpak 100 PO10,PSO 2
Katkhede, Data
and building porfolio
engineer IBM ISL
Knowledge and skills Webinar on Lack of Dr. Lalasaheb PO4, PO6,
5 used to solve real Technology 23/12/2020 Tambade, 70 PSO 2
world problem on Intervention in Executive
social, economic and Agricultural Ecosystem Councillor-
health context and its solution and also Indian Society Of
of Hydroponics Extension
Farming. Education (Isee)
Knowledge and skills Ruchika Ganediwal, PO5,PO2,P
6 used to solve real Organized Science 20/09/2019 Director Intelliment 19 SO 2
Exhibition
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world problem on Solution Pvt Ltd.

social, economic and
health context
Rajendra Hulyal, PO9,
7 Technical Skills in Industrial Visit in 01/03/2019 Group Head 95 PO12,PO4,P
line with the ISRO- and HAL,
Programme, SO 2
Banglore.
requirements of the Planning &
industry Evaluation Group
ISRO Bangalore,
India
PO6,
8 Professional Ethics NSS activities 15/8/2021 NSS Coordinators 50 PO7,
PO8,
PO9
Technical Skills in PO5, PO 12,
9 line with the Workshop on UX/UI 04/10/2020 Google’s Developer 60 PSO 2
Design and Prototyping Student Club (DSC
requirements of the
Club)
industry
Technical Skills in PO5, PO 12,
10 line with the Open Source Webinar 20/10/2020 Google’s Developer 60 PSO 2
Student Club (DSC
requirements of the
Club)
industry
Technical Skills in PO5,
11 line with the Roadmap to be a Full 22/11/2020 Google’s Developer 60 PO12,
Stack Android Student Club (DSC
requirements of the PS02
Developer Club)
industry
Technical Skills in PO5,
12 line with the Android Study Jam –I 06/12/2020 Google’s Developer 70 PO12,
Student Club (DSC
requirements of the PSO2
Club)
industry
Technical Skills in PO5,
13 line with the Android Study Jam -II 27/12/2020 Google’s Developer 70 PO12,
Student Club (DSC
requirements of the PSO 2
Club)
industry
Technical Skills in PO5,
14 line with the Android Study Jams- III 16/01/2021 Google’s Developer 70 PO12,
Student Club (DSC
requirements of the PSO2
Club)
industry

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2018-19

Date-
Relevance
Month- Resource Person % of
S.No Gap Action Taken to POs,
Year with Designation students
PSOs
Technical Skills in Mr Shrikant
1 line with the Expert lecture on 28/8/2018 Borude,Principal 70 PO1PSO1
algorithms related to PSO2 PO12
requirements of the Software Engineer,
link list
industry NetScout
Technical Skills in Akash Bhapkar,
2 line with the Expert lecture on java 28/3/2019 Software developer, 58 PO12 PSO1
requirements of the TCS, Pune
industry
Environment friendly Encouraged students do 28/7/2018 Project guides and 80 PO1,PO2,P
3 computer engineering their projects, mini project coordinators O5,PO8,
solutions for projects addressing PO9,PO10,
Sustainable environmental issues PSO1,
development and Sustainable PSO2,PSO
development 3
Awareness about
4 professional ethics and Industrial visit to CDAC 4/09/2018 Mr. Manish Kumar, 61 PO6,PO8,PS
(Pune Head Quarter) SPOC CDAC O2
norms of the
engineering Practice
Akhilesh Mishra,
5 Use of modern tools Seminar on Technical 11/07/2018 SumedhKhichha, 100 PO10,PSO3
and technologies Communication and
Software Engineer,
presentation skill
Cybage, Pune
Mr. Amol Aher,
6 Technical Skills in Industrial visit at Kasnet 15/01/2019 Director and Head of 43 PO5, PO12,
line with the Technologies, Pvt, Ltd, PSO2
Operations, Kasnet
Pune
requirements of the Technologies, Pvt,
industry Ltd, Pune
Guidance given to
7 Project management students for performing 11/7/2018 Project Guides& 100 PO11
and finance Project Coordinator
estimation and
optimization of project
cost

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2.1 Teaching - Learning Processes (100)

2.2.1 Describe processes followed to improve quality of Teaching & Learning (25)

Our institute is affiliated with Savitribai Phule Pune University (SPPU). We are following the teaching-learning as
per the university guideline. To strengthen our teaching-learning (TL) process, we believe that outcome-based
education (OBE) is important to identify the strength and weakness and to decide the plan for continuous
improvement. This process helps us to identify our strengths and weakness and attain proficiency in the teaching-
learning process. For assessment of our teaching-learning process, we use direct and indirect tools. The direct
assessment of each outcome is through internal and external tools. Some indirect tools are also used for the
assessment. The indirect tools provide valuable insights and feedback on student’s views of what they are learning.

Organization structure of Academic Monitoring Committee is as shown in Fig.2.7

Fig 2.7 Organization structure of Academic Monitoring Committee

The Institute Academic Coordinator (IAC) in consultation with Principal and Heads of Department formed an
Academic Monitoring Committee comprising of Department Academic Coordinators (DAC). IQAC provides
guidelines and collect information from departmental coordinators and convey it to the principal for corrective
measures, if required. AMC prepares an Academic Calendar and submit it to Principal for approval and same is then
forwarded to all the departments at least 15 days before commencement of semester.
The processes followed by the institute to improve quality of Teaching & Learning are as follows:

A. Adherence to Academic Calendar

Institute academic calendar is framed based on the University academic calendar. Academic calendar of
department is designed before the commencement of the semester based on college academic calendar. It
consists of the activities planned for the semester which includes internal test dates, assignment dates,
display of internal marks, conduction of events like organizing guest lectures, industrial visits,
conferences etc. The sample University, Institute and department calendar are shown below:

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University Academic calendar

Fig 2.8 University Academic calendar A.Y.2020-21

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Institute Academic calendar

Fig 2.9 Institute Academic calendar A.Y.2020-21

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Department Academic calendar

Fig 2.10 Department Academic calendar A.Y.2020-21

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B. Use of various instructional methods and pedagogical initiatives

Over the last few years, faculties are shifting their focus from a conventional teaching-learning process to a
student centric learning approach while transferring knowledge to students during classroom lectures. The focus lies
on student’s active participation and involvement for effective knowledge transfer and learning. The faculty provides
students a platform to explore independently, learn through self-study and from their peers while guiding them in
developing effective and lifelong skills.

Lockdown due to COVID 19 pandemic didn’t stop the Teaching Learning process at AISSMS COE Pune.
Systematic efforts were put while initiating and implementing teaching in an online mode. During the initial part of
the lockdown, ZOOM platform was used to conduct different webinars, FDPs and different teaching learning
activities. Other options like Google classroom, WhatsApp etc. were also used. For academic year 2020-21, the
institute used Microsoft Team platform for online teaching.

The latest teaching and learning instructional methodologies were used to motivate students to learn and
retain the knowledge through better understanding. Using the following methods, a positive attitude towards the
subjects taught were developed in the students:

1) Active learning:
The faculties adopted an active learning methodology by involving students in the learning process more directly using

activities like:

 Brainstorming, quiz, debate, group discussions, role play, games, model making, mini project, presentations,

essay, elocutions, case studies and simulations on technical content. Replacing some lectures with animated

PPTs.

 Hands-on experiences.

 Challenging students to take up open ended problems requiring critical/creative thinking. Short pauses for

reflection during lectures, brief demonstration.

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Fig 2.11.A Online Quiz Sample

Fig 2.11.B Online Quiz Sample

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2. Collaborative Learning: This is implemented by forming student teams working jointly to solve a
problem, complete a task/project, participate in debates or design a product.

Fig 2.12 Working model of IoT

3. Cooperative Learning: The department also focuses on cooperative learning methodologies.

Students work together to maximize their own and each other’s learning capabilities within the
student chapters and also while performing various activities like think-pair-share, round table
techniques, etc.

Fig 2.13 Activity under IEI Student’s chapter

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4. Peer Led Team Learning: Institute provides an environment for students to engage in intellectual
discussions and work in team for problem-solving under the guidance of a peer leader to perform various
activities.

Fig 2.14 Mini Hackathon

5. Experiential learning: Field based experiential learning like Internship, practicum, service learning
and class based experiential learning like role plays, games, case studies, simulation, virtual lab,
presentations are practiced.

Fig 2.15 Virtual Lab used to explain assignments to students

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Fig 2.16.A Application developed by student

Fig 2.16.B Application developed by student

6. Project based learning: A team of 3 to 5 students works cohesively on a project/problem guidance

of a mentor.

C. Methodologies to support weak students and encourage bright students

The academic progress of the students is tracked throughout their graduation and special efforts are
made to bring weak students (students with certain limitations) at par with the average/above average
group. Students with good potential and skills are guided to higher levels of achievements and
encouraged towards challenging goals. Bright and Weak students are identified based on their
performance in the internal and external examinations. Liberty is given to individual faculty to modify
weak and bright learner list based on discussions in GFM/ Mentors and their observations. The
GFM/Mentors, in meetings with all faculties of respective classes, carry out discussion about students’
learning levels, attendance in theory and practical classes, programming skills, performance in
laboratory, examination results (internal and external) etc.

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Guidelines to identify weak students

Table 2.11 Guidelines to identify weak students

Identification Criteria Actions taken

Students fail in  Special sessions by course faculty.
previous semester  Periodic counseling is given to the students having backlog
exams
subjects by mentors.
Students scoring less  Mentors follow their progress regularly advising students
than 40% of marks in about attending classes, making up for classes missed, and
Internal Assessment getting additional help.
 Conduct special session for students.
 Hands-on programming sessions are organized.
Students weak in programming skill  Provide platform for peer learning by means of student clubs.

Guidelines to identify bright students

Table 2.12 Guidelines to identify bright students

Identification Criteria Actions taken

Class toppers  Felicitated at Institute level in annual function.
Semester wise and Subject wise  Encouraging them to score more marks in the examination.
toppers will be identified
 Motivate them to participate in conferences, workshops and
symposiums.
Students Secured 9 and above SGPA
 Encourage them to publish technical papers in a reputed
conferences and journals.
Students strong in programming skill  Encourage for software application development and
participation in Hackathon.

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Bright student achievements

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Impact Analysis

As a result of the above initiatives undertaken by the department, the following outcomes have been achieved

• Improvement in result.
• Publication of research papers
• Participation in innovative competitions like Hackathon.

Activities to support the weak students:

 Question bank

 Extra lectures

 Extra Practical sessions

 Personal Attention while teaching

 Mock oral/practical examination

 Guidance for Seminar/Project presentations

 Assignments and Solving university question papers

Activities to encourage bright students:

 Encouragement to complete NPTEL/ other online courses

 Additional Library facilities

 Participation in incubation center

 Induction in Clubs

 Participation in Seminars and Conferences

 Motivational guest talks

 Paper publication and presentation

 Workshop and seminar on current trends

 Model making/building

 Motivation and Guidance for higher studies (GRE, CAT, GATE, Competitive examinations)

 Industry visits and Industry sponsored/research project

 Patent filing process

Institute has made special provisions for an exhaustive soft skill training and an exclusive counseling to
prepare the weak and bright students to plan their careers and placements.

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D. Quality of classroom teaching (Observation in a Class)

 Classrooms in the institute are well designed to offer conducive environment

 The classrooms are equipped with LCD projectors and internet connection

 There is also a dedicated classroom having attached a Smart Board to enhance effective delivery
of teaching learning process.

 Faculty reaches the class room in time, revise the previous class portions, ask questions and then
commence the successive topic.

 Video lectures of NPTEL, Swayam, YouTube etc. of respective courses are shared with students
by faculty

 Emphasis is given on logical learning wherein real-life examples related to application, analysis,
synthesis and evaluation/ creation are given to the students so that their learning will be fruitful.

E. Conduct of experiments (Observation in Lab)

 All laboratories are equipped with adequate number of computers with the required software
packages.

 The maintenance of computer laboratories is taken care of by laboratory In-charge with

Laboratory Assistant.

 The laboratories under the program have display boards which are used for exhibiting the course
objectives courses, outcomes, list of experiments carried course wise, safety measures to be taken
and laboratory timetable to enhance the lab experience.

 Lab manuals are provided to the students where a student can refer required details while
performing an experiment.

 Virtual Lab experiments are also demonstrated to students.

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Fig 2.17.A Conduction of practical in Laboratory

Fig 2.17.B Conduction of practical in Laboratory

F. Continuous Assessment in the laboratory

 Standard Continuous Assessment Sheet (CAS) is used by the course faculty during the laboratory
sessions.

 The CAS sheet is approved and provided by the Institute Academic coordinator.

 The CAS sheet includes the attendance, experimental write-ups and performance as a
performance parameter.

 Each student is monitored and assessed accordingly during the practical hours.

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Sample CAS sheet is shown below:

Fig 2.18 Continuous Assessment Sheet

G. Student feedback of teaching learning process and action taken

⦁ Student feedback is taken twice during the semester on the institute ERP system.
⦁ Feedback questionnaire is based on parameters like coverage of syllabus, communication skill etc.
⦁ Performance of the faculty member is evaluated based on the feedback received from the students.
⦁ The feedback is quantified into percentage as per the rubrics developed by the institute on ERP.
⦁ All the parameters mentioned in the feedback form are analyzed.
⦁ Faculty members with more than 75% feedback were motivated to continue their hard work and
explore the scope of further improvement.
⦁ Faculty members with less than 75% feedback were asked to discuss any kind of problem or issue
being faced by them in subject content, preparation and delivery of lecture.
⦁ They were motivated to attend faculty development programs in order to improve modes of teaching.
⦁ They were also advised to go through video lectures available online on platforms like NPTEL

Fig 2.19 Student feedback on the teaching-learning process

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Fig 2.20 Appreciation letter

Fig 2.21 Improvement letter

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2.1.2 Quality of internal semester Question papers, Assignments and Evaluation (20)

A. Process for internal semester question paper setting and evaluation and effective process

Institute level Faculty development program on “outcome-based learning curriculum design:

framework” was organized to create awareness about the quality of question paper. The Process
adopted to ensure quality of question paper is as follows:

 There are six units in each course.

 Each unit is mapped against CO.
 In a semester, there are six internal tests for each course
 Each test is based on a unit.
 Questions in the tests are mapped against CO of respective course.
 Question papers are framed using Anderson/Blooms taxonomy.

 Question paper set by the faculty is verified by module coordinator and The Program Assessment and
Quality Improvement Committee members (PAQIC).

 Faculty follow the suggestions given by the Program Assessment and Quality Improvement Committee
members and improve question paper to ensure quality of the question paper.
Evaluation
 The faculty assesses the answer sheets and keeps the record of the of the marks scored by the students.

 These marks are used in the CO attainment calculation of the course.

 Sample answer sheets are maintained by faculty members.

Effective process implementation

 Unit test is conducted after completion of a unit

 Mark sheet is prepared by the teacher after the assessment of answer sheets.
P
 The expected answers are discussed in the class after conduction of test

Department PAQIC assess the quality and relevance of the question papers based on its syllabus
coverage, marks allotment and compliance with the prescribed percentage distribution of the course
outcomes. In PAQIC meeting Guidelines are set for unit test papers. Anderson/Blooms taxonomy is
used to set the paper. Question paper Format approved by PAQIC is circulated to all course teachers.
Question papers for all courses are collected & checked by Module coordinator. In case of some
modifications needed, those question papers are reverted back to concerned course teacher for
revision. After approval by Module coordinator question papers are forwarded to PAQIC and HOD
for approval. Assessment of answer sheets is done by respective course teacher. Result of examination
is communicated to students. In case of any query, student contact corresponding course teacher to
clarify their doubts.

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Fig 2.23 Process of Setting of question paper and evaluation

B. Evidence of COs coverage Sample question paper is shown below:

Fig 2.24 Question paper with module coordinator’s remarks

Fig 2.25 Question paper approved by module coordinator

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C. Quality of assignments and relevance to Cos

 To promote self-learning three assignments for each course are given.

 Each assignment is based on two units.
 Assignment questions are mapped to COs.
 Assignments are used as the internal assessment tool for the CO attainment calculations.
 Assignments are Simulation based, Project based, case study etc. to inculcate self-learning and
critical thinking in students

Fig 2.26 Sample assignment

2.1.3 Quality of student projects (25)

A. Identification of projects and allocation methodology

 The students are encouraged to select project in line with the Departmental Mission, Vision and
Program Outcomes.
 Project coordinator organizes an orientation session for students to make them aware about the
expectations from projects.
 Students are informed about subscribed E-resources like IEEE, ASCE, ASME, J-GATE, McGraw
Hill and Science Direct.
 Faculty Publications Repository is maintained by the library. The link for it is provided to the
students which helps them in identification of projects.
 Faculty shares the NPTEL and other project related links with the student. Example:
(https://onlinecourses.swayam2.ac.in/ntr20_ed30/preview)
(https://onlinecourses.swayam2.ac.in/ntr20_ed30/preview)
https://nptel.ac.in/courses/105106149 (https://nptel.ac.in/courses/105106149)
(https://www.youtube.com/watch?v=if_z7pMA85g) https://www.youtube.com/watch?v=if_z7pMA85g)

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(https://www.youtube.com/watch?v=if_z7pMA85g)
 Students are allowed to form the team, based on their area of interest.
 The strength of the team should be maximum of four.
 An area of specialization is collected from each team such as machine learning, Data Mining, IoT,
Bigdata Analytics, Networks, Image Processing etc.
 Mapping process is carried out between student team and faculty member’s specialization.

B. Types and relevance of the projects and their contribution towards attainment of POs Course

The projects are mapped with POs and PSOs and the attainments are assessed based on the following:

 Depth in fundamentals
 Clarity in problem analysis
 Methodology adopted
 Modern tool usage
 Impact on societal needs as useful products/processes
 Future scope of the work
 Novelty of work
 Team work
 Presentation and documentation
 Cost effectiveness and project management
 Employability

Project Outcome and mapping with POs and PSOs

Sr. Name of the Project PO1 PO2PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
No.
Detection of malarial parasite 3 3 2.33 2 2 3 2 2.5 2 3 1 2.3
1 in blood using image
processing
Voice to Indian Sign Language
Conversion
3 3 2.33 2 2 3 2 2.5 2 3 1 2.3
2 for Hearing Impaired People
Decentralized Cloud Storage 3 3 2.33 2 2.5 2 2 2.5 2 3 1 2.3
3 using IPFS
Detection of Chronic Disease
4 using Machine Learning 3 3 2.33 2 2 2 2 2.5 2 3 1 2.3

5 Smart Agriculture System 3 3 2.33 2 2 3 2 2.5 2 3 1 2.3

Detection of Parkinson
6 using deep learning 3 3 2.33 2 2 2 2 2.5 2 3 2.5 2.3

Table 2.13(A) Summary report of best projects mapped with POs for the AY-2019-20
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Sr. Name of the Project PSO PSO PSO

No. 1 2 3
1 Cold Storage Monitoring System 2 2.33 2.33
2 Smart City’s Intelligent Parking System 2 2.33 2.33
3 Modern Social Media Application on Serverless Architecture with Microservices 2 2.33 2.33
Pattern
4 Neurological disorder detection using computer vision and machine learning technique 2 2.33 2.33
5 Plant Classification and Leaf Disease Detection using Deep Learning 2 2.33 2.33
6 Detection of Phishing Websites using ML 2 2.33 2.33

Table 2.15 (A) Summary report of best projects mapped with POs for the AY-2021-22

Name of the PO
Sr Project P01 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 12
No
1 Criminal Record Management
system using Blockchain public 2.2
3 3 2.33 2 2 2 2 2.6 2 3 2.5
5
laser
2 Stock market Prediction and
Analysis using machine learning 2.2
3 3 2.33 2 2 2 2 2.5 2 3 2.5
5
Algorithms
3 Health care system using Smart
2.2
Assistant 3 3 2.33 2 2 2.5 2 2.5 2 3 2.5
5
4 Implementation of IT Service
Management Using AI Chat- 2.2
3 3 2.33 2 2 2 2 2.5 2 3 2.5
bot and Data 5

5 Pneumonia Detection using

VGG19 on Chest X-ray Images 2.2
3 3 2.33 2 2 2 2 2.5 2 3 1
5
6 Smart Online Voting System
using Face Recognition
2.2
3 3 2.33 2 2 2 2 2.5 2 3 2.5
5

Table 2.15 (B) Summary report of best projects mapped with PSOs for the AY-2021-22

Sr. Name of the Project PSO 1 PSO 2 PSO 3

No.
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1 Criminal Record Management system using Blockchain public laser 2 2.33 2.33
2 Stock market Prediction and Analysis using machine learning Algorithms 2 2.33 2.33
3 Health care system using Smart Assistant 2 2.33 2.33
4 Implementation of IT Service Management Using AI Chat-bot and Data 2 2.33 2.33
5 Pneumonia Detection using VGG19 on Chest X-ray Images 2 2.33 2.33
6 Smart Online Voting System using Face Recognition 2 2.33 2.33

C. Process for monitoring and evaluation

 Project reviews are conducted four times in a year by a team of faculty members.
 Suggestions are given and documented in the project evaluation sheet by faculty members.
 Project guide is taking care of compliance of suggestions.
 As per project review reports internal evaluation is done.
 Final evaluation is done at the end of the semester by an external examiner.

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The workbook used for monitoring & evaluation of the project is shown below:

Fig 2.27 Project Review Workbook

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Fig 2.28 Project Review sheet

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Fig 2.29 Internal evaluation sheet

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Fig 2.30 Rubrics for project evaluation

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D. Process to assess individual and team performance

The performance of the individual team member of the project is assessed at the time of meetings with guide
and presentation in reviews by the following parameters:

 Communication
 Confidence
 Attainment of individual scope of work

The project team performance is assessed by following parameters:

 knowledge of the other team members

 contribution towards the project
 Coordination in consolidating work
 Time management

E. Quality of completed projects/working prototype

 The following parameters are used for assessment of quality of projects:

 Publication of paper based on project in reputed conference/journals

Projects sponsored by Industry

Table 2.16 Project Stage -II Publications

Sr.No. Project Name Name of the Students Publication

"Detection of Malaria Parasite in SwaraliGujrathi Solid State Technology

1 ,NusaratTamboli, Pallavi Ganar,
Blood Using,” Indexed by Scopus
Anjali Chaudhari
Presented paper in National
Pinak Pandit, Ashutosh Conference on Innovation in
Criminal record management
2
system using Blockchain public Raykar,Rohit Sonar Engineering and Technology
ledger ,SuvasWagh 2022
(NCIET 2022)
User-level Sentiment Analysis Dhanvij, N.H.,Gawande, In Journal of Emerging
3 Technique on Social Network Technologies and Innovative
and E- commerce in One Go. S.H.Gajjal, P.S.
Research
Rohan Diman,Ankita
4 Fake news detection Shinde,Shreyas Ghorphade Springer

Enabling authentication and Dhanpradha,bhoite, International Journal for

Access Control-Based Data
5 Ankita,Kamble, Vishakha Multidisciplinary Research
Sharing with personal
Information Hiding for Secure Kamble (IJFMR)
Cloud Storage
Intelligent Agriculture System Digraskar,Vikas Agarwal, Amit International Journal for
6 Research & Development In
with Crop Selection Using IOT Deokar
Technology

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International Journal of
Dermatological Disorder Innovative Science and
7 Shivani Tilekar
Detection Using Machine
Research Technology,
Learning
Engineering (IJRECE)
International Journal of
8 Early-stage disease Detection Pooja Hande Research and Analytical
systems
Reviews
Prajwal Sorate,Abhishek Journal of Interdisciplinary
9 Better course recommendation Jantre,Aditya Cycle Research (JICR)
system Waghmare,Bhushan Parkhi

Shivani Pathak, International Journal for

Sentiment Analysis using Three Research in Applied Science
10 PiyushaMahajan, Ankita Patil,
different Algorithms
Rutuja Patil & Engineering Technology
(IJRASET)

Shivani Pathak ,Piyusha International Journal for

Sentiment Analysis using Three
11
different Algorithms Mahajan,Ankita Patil,Rutuja Patil Research in Applied Science
& Engineering Technology
(IJRASET)

Dermatological Disorder Ashlesha Gaikwad, Meghna International Journal of

12 Sonayallu, Shivani Tilekar Innovative Science and
Detection Using Machine
Learning Research Technology,

Data augmentation on skin Shreyas Bhavsar, Ajinkya International Research

13 lesion image data using GAN for Bhalerao, Sameer Balkawade, Journal of Engineering and
increased CNN performance Shantanu Chintawar Technology (IRJET")

Projects sponsored by Industry

Table 2.17 Projects sponsored by Industry

Sr. No. Name of Project Year Title of Industry Sponsored Project Name of Sponsoring
guide Industry

1 Dr Madhavi Pradhan 2019-20 Voice enabled Personal Assistant as service Finzly

utility kit
Implementation of IT Service Management Fladdra Technologies
2 Dr Madhavi Pradhan 2021-22 Using AI Chat- bot and Data Visualizers.

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F. Evidences of papers published /Awards received by projects

All project batches published paper based on their project work.

Publication of paper based on project in reputed conference/journals

Fig 2.31 Paper Publication Certificate

Fig 2.32 Paper Publication Certificate

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Fig 2.33 Evidences of papers published

Fig 2.34 Paper Publication Certificate

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2.1.4 Initiative related to industry interaction (15)

The Industry Institute Interaction activities conducted during the 4 years at college/department helps
the students become aware about what they will be challenged with in the real-world and makes them
industry ready. The formal platform helps the students & faculty members to identify industry
expectations and upgrade their skillsets to meet the needs of jobs they will be required to perform. The
industry experts and department alumni gracefully oblige in providing expert talks, guest lectures,
workshops, projects and industrial training. Due to COVID- 19 pandemic situation (A.Y. 2019-20,
2020-21 and 2021-22) in the state / country, strict movement restrictions and controls was enforced by
Government through Epidemic Act. Pune was one of the worst affected cities and most of the software
companies was operating in “work from home” mode and was physically closed. Therefore, virtual
industrial visit, online guest lectures and many webinars were conducted. The institute / department
continued interacting with industries digitally in the pandemic period.
A. Industry Sponsored Laboratories/Centre of Excellence
The industry-supported laboratories develop the learning process using a comprehensive
understanding of the industry’s best practices for both students and faculties. The laboratories or
practical classes can be made meaningful by building small working proto models to demonstrate
basic subject concepts and taking help of key industry who already have products in market for
industrial application. This initiative builds professionalism in students, boosts confident behavior and
awareness about industry expectations. It also aligns the aspirations of the students with the needs of
the industries. To promote career counseling, guidance lectures by senior corporate personnel can also
be organized.
Centre of excellence in the field of robotics and automation was established in college on 12 April
2019 by Automation Anywhere Pvt. Ltd. The main motive of this engagement is to provide Industrial
Exposure to the Students and faculties in order to sustain and enhance interaction with Industries.
Faculties and students undergo basic and advance level training under center of excellence.

Fig 2.35.A Centre of excellence by Automation anywhere

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Fig 2.35.B Centre of excellence by Automation anywhere

Impact of Centre of Excellence:

 210 students got basic training.

 Advanced 5-day Faculty Training at Bangalore.
 Two-day A-lister training for Students at Bangalore.
 Advanced Certification completed.

MoU with Industries

To strengthen interaction with industries and to keep our students updated with the latest trends in
computer engineering, the Department has entered into an MoU with the industries. Industry interactions
help the students to acquire practical knowledge. So, in order to improve the technical abilities various
industrial activities are carried out.

List of MoUs
Table 2.18 MoU with Industries

Details of the institution/Industry with whom

Sr.No MoU is signed Duration Date of MoU signing
1 Me Layer, Pune 1 year 23/03/2018
2 Codekul Pvt. Ltd 1 year 15/11/2018
3 Invoent It Solutions Pvt. Ltd, Pune 1 year 9/7/2018
4 Accord Software Solution 1 Year 13/09/2017
5 Lyftek Solutions Pvt. Ltd 1 Year 14/09/2017
6 Netgyani It Services Pvt. Ltd 1 Year 2/11/2017
7 NIIT Ltd 1 Year 29/09/2017
8 Intelliment Solution 1 Year 30/07/2019
9 Slogsite 3 years 17/1/2022
10 World Vision IT Infotech 3 years 9/10/2021
11 Audaz Pvt. Ltd. 3 years 22/9/2021
12 Elite Softwares 3 years 20/12/2021
13 Bag2Bag 1 year 21/12/21
14 VEDA EDU Consultant 1 year 24/11/2021
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15 Sumago Infotech Pvt. Ltd, Nashik 1 year 13/04/2022

16 Brilliance Infotech 3 years 2/2/2022
17 The Code Culture 1 year 28/12/21

One faculty one Industry:

A. Each faculty of the department identifies an industry as per the field of interest and initiates various activities that
provide industrial exposure to the students and faculty as well. The Institute appoints an administrative committee that
coordinates this practice.
B. Industry involvement in the program design and partial delivery of any regular courses for students
Besides regular lectures Industrial expert lectures are organized for students. Industrial visits are also organized to give
exposure of industrial practices to students.
Partial delivery of regular courses for students by Industry Experts:

Table 2.19 Expert lectures delivered by Industry Experts

Name, Industry, designation and contact details

Sr. Class Topic Date
of Expert
No.
Codekul Pvt Ltd Pune.Mr. Varun Kudalkar 16/9/19
Searching & Sorting
1 SE (II) (Software Developer) 7588364088
Computer Techniques

Mr. S Sjankar Maestrotek Innovations Pvt Ltd, 31/07/19

2 SE SCADA pune, Project Manager. 9890922536
Computer-II
3 BE Agile Project Mr. Shardul S Jadhav TCS, Project 1/8/2019
Computer-II Management Manager,9765403870

4 TE I Software Testing Manasi Parakh, FIS Global solutions,8485035299 15 /8/ 19

Ms. Sherin Mathew Search Bourne Consulting Pvt 9/9/2019
5 TE II TOC
Ltd, Pune

6 BE-II HPC Netscout Systems Pvt Ltd. 9/10/2019

Mr.Shrikant Borude
7 TE, BE Internet of Things Mr. Akshay Shinde, IOT Trainer, Tech Amplifiers 5/1/2020
Digital Marketing and Mr. KashinathBongarge, Mr.DheerajRathod
13/10/2020
8 SE I &II Amazon Opportunities Co-founder and CTO GlucoTech , Pune.

9 TE Latest Trends in Web Shrenik Kucheriya,Consulo Educare Pvt.ltd 28/02/2

Technology 2
Mr. Kushal Shukla Software Development 14/ /2021
10 SE,TE ,BE Spring Microservices Specialist Amdocs, Pune

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Fig 2.36 Industry Expert Lecture

Table 2.20 Industry Sponsored Projects

Sr. No. Name of Project guide Year Title of Industry Sponsored Project Name of
Sponsoring
Industry

1 Dr Madhavi Pradhan 2019- Voice enabled Personal Assistant as service Finzly

20 utility kit
Implementation of IT Service Management
2 Dr Madhavi Pradhan 2021- Using AI Chat- bot and Data Visualizers. Fladdra
22 Technologies

C. Impact analysis of industry institution interaction and actions taken thereof

Industry – Institute interaction helps to bridge the gap between industry and the academic institutions. The
interaction between technical institutions and industry has a great bearing on the evolving the engineering
curriculum, exposure of engineering students to the industrial atmosphere and subsequent placement of young
graduate engineers in industries across the country.
The department of Computer Engineering has made efforts in the direction of making students ready for
industry by enhancing their skill sets through training on recent tool and technologies. The said efforts are
made through the following activities in collaboration with industry

 Workshops/seminar
 Guest lectures
 Industrial visits

Sponsored projects Internship/training

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Table 2.21 Industry Institute Interaction

Sr. Industry Interaction

No. Industry Involved Impact analysis
Initiative
1. Codekul Pvt. Ltd Pune.
2. Maestrotek Innovations Pvt. Ltd, pune,
ProjectManager.
3. FIS Global Solutions
4. SearchBourne Consulting Pvt. Ltd,Pune
5. Netscout Systems Pvt. Ltd.
Invited talks from Awareness about
6. Tech Amplifiers
1
industry experts 7. AVP, Citicorp Pvt. Ltd. Pune. current Industry
8. GlucoTech , Pune.
9. TCS, Bangalore needs.
10. Qualitas Techno Sol. Pvt. Ltd. Chennai
11. Shivaji University , Kolhapur.
Internship
MoU’s signed with opportunities,
2
Signed MoU with industries Placement
industries opportunities,
Faculty development
program.
1. CDAC,PUNE
2. Void Star India,Karvenagar,Pune
3. Netscout Systems PVT LTD.,Pune
3 Industrial Visits 4. GMRT Khodad Exposure of industrial
5. Snapper Future Tech.21, Vedas Center, practices to the
D.P.Road, Aundh, Pune students and staff
6. Paradise Telecom Ptv. Ltd, Pune
Every year around 25 industries participates in
4 Industry Institute meet industry institute meet organized by department. Sponsored project

5 Workshop conducted in 1. Gulcotach, Pune Exposure to modern tools

Association with 2. TCS., Bangalore and
industries 3. Anuvaa, Pune technologies to Students
4. Amdocs,Pune. and faculty
5. TechAmplifiers
6. Indeyes, Pune
7. Vittasampada, Pune
8. Netflix, Pune
9. HackersEra, Pune
10. GTGP, Pune
11. Ernst and Young LLP
12. PanchshilTechParkYerwada, Pune
13. Qubole ,Bengaluru
14. Pitney Bowes
15. L & T Infotech,Pune
16. BroadCom Ltd ,Pune
17. Future Skills Consultant, Pune
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18. CompuCom Services Pvt Ltd Pune

19. Tech Hub Pune
20. Qualitia Software Pune
21. GTGP Pune
22. DesignBoat UI/UX school, Pune
23. IIT Bombay
24. Vittasampada
Paradise telecom Pvt Ltd, NETSCOUT pvt Ltd

2.1.5 Initiative related to industry internship/summer training (15)

An internship provides a student with professional work experience, in a safe and structured
environment, with help from experts. The academic knowledge students acquire in initial semesters of
an engineering course should be seen getting implemented in a project or product in the industry. This
will make them link the theoretical study with real industry environment, when they see its use during
the internship program. The internship coordinator helps the student learn how to manage their
expectations and implement successful work habits. Industry Training, Internships are given to the
students through various companies
A. Industrial training/tours for students

Industrial Visits organized for students:

The actual industrial experience of experts enables students to modify their approach to problem solving
from only academic or theoretical thinking, to a more practical and application/product oriented. The
learnings of such interaction enhance their technical capability and gives them broader perspective of
individual jobs. The industry visits organized by department supplements the course/curriculum
knowledge with hands on, direct work environment interaction. They can identify the knowledge gaps
and become prepared to face industry job interviews by final year. To overcome, COVID-19 pandemic
situation (Academic years 2019-20, 2020-21 and 2021-22), virtual industrial visit, online guest lectures
and webinars was conducted for the students.

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Table 2.22 Industrial Visits

Sr. No. Faculty Coordinator Class Industry Name and Address Date of
visit
Mr. S Devekar, B R
SE Computer-II
1 Quazi V. V. Waykule Void Star India,Karvenagar,Pune. 30/08/19
S Skolte,Dr. D P Gaikwad

2 Dr. M A Pradhan,A S Deokar TE COMPUTER Netscout Systems PVT. LTD. ,Pune 1/10/19
Dr. S F Sayyad,B A Patil,A
TE Computer-I GmrtKhodad
3 Gupta,A Jagtap 24/01/2020
SE and TE Snapper Future Tech.21, Vedas
S.R.Nalamwar
4 Center, D.P.Road, Aundh, Pune
6/02/2020
M M Swami S S Kolte SE, TE, BE
5 Paradise Telecom Ptv. Ltd, Pune
M M Phadatare (Virtual mode) 13/02/2021

Fig 2.37.A Industrial Visits (field visit & Virtual visit)

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Fig 2.37.B Industrial Visits (field visit & Virtual visit)

B. Industrial /internship /summer training of more than two weeks and post training Assessment
The students are encouraged to take up internship programs during their semester break. Industry experts
are giving guest lecture that helps the students to identify the latest technologies and current trends.
Department internship coordinator / Centre for Information Training and Placement giving support to
identify their reputed companies to take up their internship.
List for three years Industry training, Industrial visits, internship: -

Sr. Name of the student Name of the Class Training duration

No. Industry
Start date Last date Duration
(days)
Tejas Rajurkar
1 Finzly BE 1 /7/ 2019 31/03/2020 180
Akshata Kadam
2 Finzly BE 1 /7/ 2019 31/03/2020 180
Piyush Ingle
3 Finzly BE 1 /7/ 2019 31/03/2020 180
Sharayu Yadav 180
4 Finzly BE 1 /7/ 2019 31/03/2020
5 Aishwarya Patil ISS TE 29/01/2021 04/07/2021 150

Aishwarya Bhoj Johnson BE 17/06/2021

6 Controls (JCI) 17/07/2021 30

7 Rahate Pooja XERXEZ BE 25/10/2020 02/12/2020 37

All 165 students of third year computer engineering had completed internship of 2-4 weeks
duration in A. Y. 2021-22.

Table 2.23 Industrial Training

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C. Impact analysis of industrial training

 Students grasp knowledge and implement it to their mini projects and final year projects.
 The experiences gained by students through these internships allow them to incorporate an
entrepreneurial spirit and project-based thinking.
 Students learn about new technologies in the industry and get exposure to the same which
assists them during their placements.
 The industry gets the benefit of hiring young technical manpower whom they can mold as per
the industry requirements.

Fig 2.38.A Impact analysis of industrial activities

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Fig 2.38.B Impact analysis of industrial activities

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Student feedback on initiative

Feedback on different initiatives related to industry institute interaction is collected from the students. It
is use to do further improvement for the same. Sample feedback is shown below:

Fig 2.39.A Feedback on Virtual Industrial Visit

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Fig 2.39.B Feedback on Virtual Industrial Visit

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Fig 2.40 Feedback on Industrial visit

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CRITERION 3 COURSE OUTCOMES AND PROGRAM OUTCOMES 120

3.1 Establish the correlation between the courses and the Program Outcomes (POs) and Program
Specific Outcomes (PSOs) (20)
(Program Outcomes as mentioned in Annexure I and Program Specific Outcomes as defined by the
Program)
List of Programme Outcomes:

PO1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex engineering
problems.
PO2 Problem analysis: Identify, formulate, research literature, and analyze complex
engineering problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
PO3 Design/development of solutions: Design solutions for complex engineering problems
and design system components or processes that meet the specified needs with
appropriate consideration for the public health and safety, and the cultural, societal, and
environmental considerations.
PO4 Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of data,
and synthesis of the information to provide valid conclusions.
PO5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
PO6 The engineer and society: Apply reasoning informed by the contextual knowledge to
assess societal, health, safety, legal and cultural issues and the consequent
responsibilities relevant to the professional engineering practice.
PO7 Environment and sustainability: Understand the impact of the professional
engineering solutions in societal and environmental contexts, and demonstrate the
knowledge of, and need for sustainable development.
PO8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities
and norms of the engineering practice.
PO9 Individual and team work: Function effectively as an individual, and as a member or
leader in diverse teams, and in multidisciplinary settings.
PO10 Communication: Communicate effectively on complex engineering activities with
the engineering community and with society at large, such as, being able to comprehend
and write effective reports and design documentation, make effective presentations, and
give and receive clear instructions.
PO11 Project management and finance: Demonstrate knowledge and understanding of the
engineering and management principles and apply these to one’s own work, as a
member and leader in a team, to manage projects and in multidisciplinary environments.
PO12 Life-long learning: Recognize the need for, and have the preparation and ability to
engage in independent and life-long learning in the broadest context of technological
change.

List of Programme Specific Outcomes:

PSO1 Students are able to devise, analyze and implement algorithms.

PSO2 Students are able to exhibit their IT based knowledge for the development of Society.

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PSO3 Enhance communication and leadership skills to get good position in National and
International Organizations.

3.1.1Course Outcomes (COs) (SAR should include course outcomes of one course from each semester of
study, however, should be prepared for all courses and made available as evidence, if asked) (05)
Note: Number of Outcomes for a Course is expected to be around 6.

Class: SE Subject Term: I Computer Graphics

CO210244.1
Implement the basic primitives of Computer Graphics

CO210244.2
Use polygon filling and clipping algorithms in a given object.
CO210244.3
Apply the transformations and projections in Computer Graphics.
CO210244.4
Distinguish between different illumination model and shading algorithms

CO210244.5
Design different objects using fractals and Bezier curve.
CO210244.6
Create effective programs using concepts of animation and gaming.

Class SE: Subject DSA Term: II

CO210252.1 Identify and articulate the complexity goals and benefits of good hashing scheme for
real world applications.
CO210252.2 Apply non-linear data structures for solving of various domain.
CO210252.3 Design and specify the operations of nonlinear based abstract data type and implement
them in a high level programming language.
CO210252.4 Analyze the algorithmic solutions for resource requirements and optimization.
CO210252.5 Use the efficient indexing method and multiway search techniques to store and
maintain data.
CO210252.6 Use appropriate modern tools to understand and analyze the functionalities confined to
the secondary storage.

Class: TE Subject: CNS Term: I

Summarize fundamental concepts of Computer Networks, architectures, protocols and
CO310245(D).1
technologies

CO310245(D).2 Illustrate the working and functions of data link layer

CO310245(D).3 Analyze the working of different routing protocols and mechanisms

CO310245(D).4 Implement client-server applications using sockets

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CO310245(D).5 Illustrate role of application layer with its protocols, client-server architectures

CO310245(D).6 Comprehend the basics of Network Security

Class: TE Subject: AIR Term: II

CO310252.1 Apply the suitable algorithms to solve AI problems

CO310252.2 Simulate an air cargo transportation planning problem using PDDL.

CO310252.3 Distinguish propositional and predicate logic with suitable example.

CO310252.4 Identify and apply suitable Intelligent agents for various AI applications

Identify knowledge associated and represent it by ontological engineering to plan a

CO310252.5
strategy to solve given problem.
Design smart system using different informed search / uninformed search or heuristic
CO310252.6
approaches.

Class: BE Subject: DS Term: I

CO410245(A).1 Learn and apply the concept of remote method invocation and Remote Procedure Calls

CO410245(A).2 Analyze the mechanism of peer to peer systems and Distributed File Systems

Demonstrate an understanding of the challenges faced by current and future distributed

CO410245(A).3
systems

CO410245(A).4 Design distributed environments for real life problems

CO410245(A).5 Architect data consistency model for distributed communication system

CO410245(A).6 Simulate the distributed events in various platforms, e.g. social media etc.

Class: BE Subject: ML Term: II

CO410250.1 Define different learning based applications

Describe different pre-processing methods to prepare training data set for machine
CO410250.2
learning.

CO410250.3 Apply different regression techniques.

CO410250.4 Compare different supervised and unsupervised machine learning algorithm.

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CO410250.5 Demonstrate the knowledge of Meta Classifier.

CO410250.6 Design and implement clustering techniques, recommender system and deep learning.

3.1.2 CO-PO matrices of courses selected in 3.1.1 (six matrices to be mentioned; one per semester from
3rd to 8th semester) (05)
Class SE Subject: CG Term I

Course
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
Outcomes
CO210244.1 2 2 2 1 1
CO210244.2 2 2 2 1 1
CO210244.3 2 2 2 1 2
CO210244.4 2 2 2 1 1 1
CO210244.5 2 2 2 2 1 1
CO210244.6 2 2 2 2 2 1 2 1

Class SE Subject: DSA Term II

Course Program Outcomes
Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO210252.1 2 1 2 1
CO210252.2 1 2
CO210252.3 2
CO210252.4 2 1
CO210252.5 1 1 1
CO210252.6 2 1 1 1

Class: TE Subject: CNS Term: I

Course Program Outcomes
Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO310245(D).1 2 2 3 1 1 1
CO310245(D).2 1 2 3 2 2 1 2
CO310245(D).3 1 1 2 1 1
CO310245(D).4 2 2 2 2 1 1
CO310245(D).5 1 2 3 1 1 2 1 1
CO310245(D).6 2 2 1 2 1 1

Class: TE Subject: AIR Term: II

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Course Program Outcomes

Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO310252.1 3 2 2 2 1 1
CO310252.2 2 2 2 2 2 1
CO310252.3 2 2 2 2 2 1
CO310252.4 2 2 2 2 1
CO310252.5 2 2 2 2 2 1
CO310252.6 2 2 2 2 1

Class: BE Subject: DS Term: I

Course Program Outcomes
Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO410245(A).1 2 2 1
CO410245(A).2 3 2 1
CO410245(A).3 2 2 3
CO410245(A).4 2 2 2 3
CO410245(A).5 2 2
CO410245(A).6 2 2 2 1

Class BE Subject: ML Term II

Course Program Outcomes
Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO410250.1 3
CO410250.2 2 3 2
CO410250.3 1 2 2
CO410250.4 1 2 2 2
CO410250.5 1 2 2 2
CO410250.6 2 1 1 1 1

1. Similar table is to be prepared for PSOs

Class SE Subject: CG Term I

CO PSO1 PSO2 PSO3

CO210244.1 1 2
CO210244.2 1 1 2
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CO210244.3 1 1 1
CO210244.4 1 1 2
CO210244.5 1 2
CO210244.6 2

Class SE Subject: DSA Term II

CO PSO1 PSO2 PSO3

CO210252.1 3 1
CO210252.2 3 1
CO210252.3 3 1
CO210252.4 3 1
CO210252.5 3 1
CO210252.6 3 2

Class: TE Subject: CNS Term: I

CO PSO1 PSO2 PSO3

CO310245(D).1 3 2
CO310245(D).2 3 2
CO310245(D).3 2
CO310245(D).4 2
CO310245(D).5 1
CO310245(D).6 1

Class: TE Subject: AIR Term: II

CO PSO1 PSO2 PSO3

CO310252.1 2 1 1
CO310252.2 2 2 1
CO310252.3 2 2 1
CO310252.4 2 2 1
CO310252.5 2 2 1
CO310252.6 2 2 1

Class: BE Subject: DS Term: I

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CO PSO1 PSO2 PSO3

CO410245(A).1 2
CO410245(A).2 2 1
CO410245(A).3 3 3
CO410245(A).4 1 3
CO410245(A).5 3 2 2
CO410245(A).6 3 3

Class: BE Subject: ML Term: II

CO PSO1 PSO2 PSO3

CO410250.1 3
CO410250.2 2 2
CO410250.3 3
CO410250.4 2 1
CO410250.5 2
CO410250.6 2 2

3.1.3 Program level Course-PO matrix of all courses INCLUDING first year courses (10)

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Sr Course
Subject PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
No Code
1 107001 Engineering Mathematics - I 3 2 1
2 107002 Engineering Physics - I 2 1.33 1 1
3 102006 Engineering Graphics - I 2 2 1
4 103004 Basic Electrical Engineering 1.67 1 1
5 101005 Basic Civil and Environmental Engineering 1 1 1 1
6 110003 Fundamentals of Programming Language-I 2 1 1 1
7 111007 Workshop practise 1 1 1 1 1
8 107008 Engineering Mathematics - II 3 2 1
9 107009 Engineering Chemistry 2 1 1
10 102013 Basic Mechanical Engineering 2 2
11 101011 Engineering Mechanics 2 1
12 104012 Basic Electronics Engg. 2 1 1 1
13 110010 Fundamentals of Programmimg Language - II 2 1 1 1
14 102014 Engineering Graphics II 1 1 1
15 210241 Discrete Mathematics 2.67 2.33 3 2 3 2 2 1.33 1
16 210242 Digital Electronics and Logic Design 2.5 3 1.83 1 1.33
17 210243 Data Structures and Algorithms 3 2 2 1 1 2.17
18 210244 Computer Organizationand Architecture 2.33 2.33 2.67 2 1.33 1
19 210245 Object Oriented Programming -SE(I) 2 2 2.67 2.5 2.67 2 2.33
20 207003 EngineeringMathematics III 2 2.5 1 1 2
21 210251 ComputerGraphics 3 3 2.33 2 2 2 1.75
22 210252 Advanced DataStructures 2.33 3 2 2 2 1 1
23 210253 Microprocessor 1.17 1.83 2.6 1 2 1 1 1 1 1 2 1
24 210254 Principles of Programming Languages 2.14 2.44 2.21 1.7 2.17 1.78 1.42
25 310241 Theory of Computation 1.67 1.67 0.67 0.33
26 310242 Database Management System 1 2.6 2.75 2 2 3
32 310243 Software Engineering and Project Management
2.17 2 1.83 2.5 2.25 1
27 310244 Information Systems and Engineering Economics
1.17 1.83 2.17 1.67 0.17 0.5
28 310245 Computer Network 2 2.5 1 1 2 1 1 1 1 1 3 1
29 310250 Design and Analysis of Algorithms 2 1.5 2.33 1 1.67 1 0 0.17 0.333
31 310251 System Programming and operating system 2 1.5 1.75 1.5 2 1 1.25
30 310252 Embedded System and Internet of Things 1.6 2.1 1.78 1.42 1.8 1.24 1.33 1.81 1.28 1.15 2.18 1.01
33 310253 Software Modeling and Design 1.17 0.33 1 0.33 0.67 0.17 0.33 0.17 0.17 0.17 0.17 0.5
34 310254 Web Technology 2 1.5 2.33 1 1.67 1 0.17 0.33
35 310255 Seminar and Technical Communications 1.5 1.25 1.75 1 1 1 1 1 1 1 1 1
36 410241 High Performance Computing 2.17 2 1.5 0.67 0.5 0.17 0.17
37 410242 Artificial Intelligence and Robotics 1.75 1.5 1.5 1.5 1.33 1.5
38 410243 Data Analytics 1 2.6 2.75 2 2 3
39 410244 Data Mining and Warehousing 1.33 1.17 1.16 1.16 1.01 1.16
40 410245(A) Distributed System 2.17 2 1.8 1.33 3 1 1
41 410245(D) Mobile Communication 1.33 1 0.67 0.67
42 410250 Machine Learning(shift 2) 1.16 1.16 1.16 0 1.16 0.93
43 410251 Information and cyber security 2 1.5 1.33 1 1.33 0.33 0.33 0 0.17 0 0.67 2
44 410252 Soft Computing and Optimization Algorithms 1.17 1.17 1.17 1.17 1.17
45 410253 Cloud Computing 1.33 1.83 1.8 1 3 3
46 410248 Project-I 1 0.5 0.5 0.17 1 1 0.5 0.5 1 1 0.5 0.33
47 410256 Project-II 0.5 0.33 0.5 1 1 1 0.5 0.33 1 0.5 1 0.17
Average 1.81 1.62 1.56 1.21 1.57 1.21 1.09 1.29 0.98 0.833 1.15 1.083

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Sr Course
Subject PSO1 PSO2 PSO3
No Code
1 107001 Engineering Mathematics - I 1 1
2 107002 Engineering Physics - I
3 102006 Engineering Graphics - I
4 103004 Basic Electrical Engineering
5 101005 Basic Civil and Environmental Engineering
6 110003 Fundamentals of Programming Language-I 1 1
7 111007 Workshop practise
8 107008 Engineering Mathematics - II 1 1
9 107009 Engineering Chemistry
10 102013 Basic Mechanical Engineering
11 101011 Engineering Mechanics
12 104012 Basic Electronics Engg.
13 110010 Fundamentals of Programmimg Language - II 1 1
14 102014 Engineering Graphics II
15 210241 Discrete Mathematics 2 2 2
16 210242 Digital Electronics and Logic Design 2
17 210243 Data Structures and Algorithms 2 1.5 1
18 210244 Computer Organizationand Architecture 1.2 2 2
19 210245 Object Oriented Programming -SE(I) 3 3
20 207003 EngineeringMathematics III 1
21 210251 ComputerGraphics 1 1 2
22 210252 Advanced DataStructures 2 2.5 2.33
23 210253 Microprocessor 2.25 2 1
24 210254 Principles of Programming Languages 1.89 2.1
25 310241 Theory of Computation 3 0.83
26 310242 Database Management System 2 2 1
32 310243 Software Engineering and Project Management 2 1.67
27 310244 Information Systems and Engineering Economics
0.33 1.5 1.67
28 310245 Computer Network 2 2 1
29 310250 Design and Analysis of Algorithms 2 0.33
31 310251 System Programming and operating system 2 1
30 310252 Embedded System and Internet of Things 1.85 1.69 1.22
33 310253 Software Modeling and Design 0.67 1.33 0.33
34 310254 Web Technology 2 0.33
35 310255 Seminar and Technical Communications 1 1 1
36 410241 High Performance Computing 2 2 0.5
37 410242 Artificial Intelligence and Robotics 2 2 1
38 410243 Data Analytics 2 2 1
39 410244 Data Mining and Warehousing 1.53 1.51 0.75
40 410245(A) Distributed System 2 2 1.5
41 410245(D) Mobile Communication 3 1.17
42 410250 Machine Learning(shift 2) 1 2.16
43 410251 Information and cyber security 1.33 0.83 0.5
44 410252 Soft Computing and Optimization Algorithms 1 2.17 0.33
45 410253 Cloud Computing 1.25 1.83 2.17
46 410248 Project-I 0.67 1 0.33
47 410256 Project-II 0.67 1 0.33
Average 1.59 1.6 1.14

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3.2 Attainment of Course Outcomes (50)

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, student portfolios (A portfolio is a collection of artifacts
that demonstrate skills, personal characteristics and accomplishments created by the student during study
period), internally developed assessment exams, project presentations, oral exams etc.)

Process Details: Assessment of Course Outcome

Assessing course outcomes is an important part of evaluating the effectiveness of a course and determining
whether it has achieved its intended goals. This process is carried out using following steps:
1. Define the Course outcomes: The first step is to clearly define the course outcomes of the course using
Bloom’s Taxonomy. This includes identifying the specific knowledge, skills, and abilities that students are
expected to gain by the end of the course. For each course six Course Outcome statements are defined.
2. Develop assessment tools: Once the course outcomes have been defined, the next step is to develop
assessment tools that measure whether students have achieved those outcomes.
3. Collect data: Collect data from students' performance on the assessment tools. This is done by grading
exams, projects, through surveys.
4. Analyze data: Once data has been collected, it is analyzed to determine how well students have achieved
the course outcomes.
5. Use data to improve the course: Finally, the data collected is used to identify areas where the course
could be improved.
Assessing course outcomes is an iterative process that involves continuous refinement and improvement. By
carefully defining course outcomes, developing appropriate assessment tools, and analysing data, course teacher
ensure that their courses are effective in achieving their intended goals.
Assessment Tools
Assessment tools are designed to evaluate the attainment of the course outcomes (COs). It is important to select
assessment tools that align with the specific COs of the course and to use multiple assessment tools to provide a
comprehensive evaluation of student learning. The assessment tools are chosen based on the specific course
outcomes being assessed and the teaching methods being used in the course.
The evaluation of the Course Outcome (CO) involves the use of both direct and indirect assessment tools, with
greater weightage assigned to the former. Specifically, 80% weightage is given to direct assessment tools,
which include both internal assessments (20%) and external assessments (80%). Meanwhile, indirect
assessment tools are assigned a weightage of 20%.

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The CO is assessed through a combination of direct and indirect methods, with greater emphasis placed on the
former. The performance of students in both internal and external assessments is taken into account, with
appropriate weightage assigned to each.

Figure B3.2.1a: Assessment tools and its weightage

Direct Assessment Tools:
The assessment of Course Outcomes (COs) is evaluated using direct assessment tools, which include internal
and external assessments. Internal assessments contribute 20% and external assessment contributes 80% to the
overall assessment of COs.
Theory:
Internal Tests and Assignments: In order to ensure that students are keeping up with the course content, internal
tests and assignments are used as effective measures of their progress. The course is divided into six units, each
of which is evaluated through a corresponding test. Additionally, three assignments are given, each based on
two units of the course. The questions in these assessments are designed in accordance with Bloom's Taxonomy
and are mapped to the specific Course Outcomes (COs) of the course. The department sets target level for COs,
against which the students' performance is evaluated.
External Assessment:
University Examination: The university conducts both in-semester and end-semester examinations to evaluate
students' understanding of the course contents. The in-semester examination covers three units of the course and
assesses three specific Course Outcomes (COs), while the end-semester examination covers the entire syllabus
and evaluates all of the COs. These examinations are designed to test students' knowledge and comprehension
of the course contents, as well as their ability to apply that knowledge to real-world situations.
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Practical
Internal Assessment: Lab courses offer students a valuable opportunity to gain hands-on experience in applying
the concepts they learn in class and to develop the skills necessary for success in their field of study. To assess
students' performance in these practical aspects of the course, a Continuous Assessment Sheet (CAS) is used.
This sheet evaluates several parameters, including regularity, quality of experiment write-ups, and overall
performance during each experiment. By using the CAS, teachers are able to track students' progress and
provide constructive feedback to help them improve their skills and understanding of the lab work.
External Assessment:
Practical courses conclude in an end-semester examination, which may take the form of a term work, oral
examination, or practical examination. This evaluation is conducted by both an external examiner and an
internal examiner to ensure that the assessment is fair and objective. Through this examination, students are
tested on their ability to apply the knowledge and skills they have acquired throughout the course to practical
scenarios. By employing a variety of assessment formats, instructors are able to evaluate students' abilities from
multiple perspectives
To assess the achievement of Course Outcomes (COs), Program Outcomes (POs), and Program Specific
Outcomes (PSOs), a range of assessment tools are used at different intervals throughout the course. Table B
3.2.1a presents a comprehensive overview of these assessment tools, including the frequency at which they are
administered. By utilizing a variety of methods to evaluate learning outcomes, course teachers are able to gain a
more complete understanding of students' knowledge and skills, and ensure that the curriculum is meeting the
desired standards.

Sr. Assessment Description Evaluation of Related Frequency

No. Tool Course Outcomes POs/PSOs of
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assessment
per term
Internal Assessment Tools
1. Test Written Questions in the test Corresponding Six (One for
examination are mapped against mapped each CO)
CO of respective POs/PSOs
course. with the CO
2. Assignment Set of question to Questions in the Corresponding Three (one
solve to home. assignment are mapped for Two
(Open Book) mapped against two POs/PSOs COs)
CO of respective with the COs
course.
3 Continues Assessment of Based on the COs Corresponding For each
Assessment students during mapped with the mapped experiment/
Sheet (CAS) practical experiments / POs/PSOs assignment
assignments with the COs during
practical.
External Assessment Tools
4 In-Sem Exam Written Questions in the Corresponding One (Mid of
examination exam are mapped mapped the Term)
against COs POs/PSOs
corresponds to first with the COs
three units of
respective course.
5 End-Sem Written Questions in the Corresponding One (End of
Exam examination exam are mapped mapped the Term)
against COs POs/PSOs
corresponds to with all COs
complete syllabus of
respective course.
6 Term Work Based on the Based on the COs Corresponding One (End of
continues mapped with the mapped the Term)
assessment during experiments / POs/PSOs
practical sessions Assignments with the COs
–CAS is used
7 Oral/Practical Based on the Based on the COs Corresponding One (End of
experiments / mapped with the mapped the Term)
assignment experiments / POs/PSOs
performed during Assignments with the COs
practical session
8 Seminar Based on the Based on the COs Corresponding One (End of
continues mapped mapped the Term)
assessment during POs/PSOs
practical sessions with the COs

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– CAS is used
9 Project Based on the Based on the COs Corresponding External –
continues mapped mapped One (End of
assessment during POs/PSOs the Term)
internal review with the COs and
and university Internal
exams, CAS and Review –
rubrics are used Two in Term

Indirect assessment tool – Course End Survey

A course end survey is a feedback tool used to gather information from students at the conclusion of a course.
Its purpose is to assess the effectiveness of the course. Typically administered in the final week of the course,
the survey covers course content in the form of CO statements.
To be effective, course end surveys are well-designed and focused on relevant and meaningful questions.
Course teacher carefully analyse the results of the survey and make necessary changes to their course design
and teaching methods based on the feedback received.
The weightage assigned to the indirect assessment tool in CO attainment highlights its importance in evaluating
the effectiveness of the course design and teaching methods. By using this feedback to make informed decisions
about course improvements, Course teacher ensure that future iterations of the course are even more effective in
helping students achieve their learning goals.
The particulars of Assessment tools used for the evaluation of Course Outcomes, Program
Outcome and Program Specific Outcome is given in Table – B 3.2.1a. The various
assessment tools used to evaluate COs, POs/PSOs and the frequency with which the
assessment processes are carried out are listed in table.

Sr. Assessment Description Evaluation of Related Frequency

No. Tool Course POs/PSOs of
Outcomes assessment
per term
Internal Assessment Tools
1. Test Written Questions in Corresponding Six (One for
examination the test are mapped each CO)
mapped against POs/PSOs
CO of with the CO
respective
course.
2. Assignment Set of question to Questions in Corresponding Three (one

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solve to home. the assignment mapped for Two
(Open Book) are mapped POs/PSOs COs)
against two CO with the COs
of respective
course.
3 Continues Assessment of Based on the Corresponding For each
Assessment students during COs mapped mapped experiment/
Sheet (CAS) practical with the POs/PSOs assignment
experiments / with the COs during
assignments practical.
External Assessment Tools
4 In-Sem Exam Written Questions in Corresponding One (Mid of
examination the exam are mapped the Term)
mapped against POs/PSOs
COs with the COs
corresponds to
first three units
of respective
course.
5 End-Sem Written Questions in Corresponding One (End of
Exam examination the exam are mapped the Term)
mapped against POs/PSOs
COs with all COs
corresponds to
complete
syllabus of
respective
course.
6 Term Work Based on the Based on the Corresponding One (End of
continues COs mapped mapped the Term)
assessment during with the POs/PSOs
practical sessions experiments / with the COs
–CAS is used Assignments
7 Oral/Practical Based on the Based on the Corresponding One (End of
experiments / COs mapped mapped the Term)
assignment with the POs/PSOs
performed during experiments / with the COs
practical session Assignments
8 Seminar Based on the Based on the Corresponding One (End of
continues COs mapped mapped the Term)
assessment during POs/PSOs
practical sessions with the COs
– CAS is used
9 Project Based on the Based on the Corresponding External –

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continues COs mapped mapped One (End of
assessment during POs/PSOs the Term)
internal review with the COs and
and university Internal
exams, CAS and Review –
rubrics are used Tw0 in Term
Table – 3.2.1a: Mapping of assessment tools to COs, POs/PSOs with frequency

3.2.2 Record the attainment of Course Outcome of all courses with respect to set attainment levels (40)
Program shall have set Course Outcome attainment levels for all courses.
(The attainment levels shall be set considering average performance levels in the university examination or any
higher value set as target for the assessment years. Attainment level is to be measured in terms of student
performance in internal assessments with respect to the Course Outcomes of a course in addition to the
performance in the University examination)
Evaluation of CO Attainment by Direct Assessment Tool
The evaluation of course outcome (CO) attainment by assessment tool involves a systematic process of
collecting and analyzing data to determine the extent to which the course objectives have been met. The
following steps are taken for this evaluation:
a) Choose an appropriate assessment tool: There are various internal and external assessment tools that are
used. The choice of tool is aligning with the objectives and course outcomes of the course.
b) Determine assessment criteria: The assessment criteria are clearly defined and communicated to
students. This will help to ensure that students understand what is expected of them and how their
performance will be evaluated.
c) Administer assessment: The assessment tools are administered in a fair and consistent manner.
d) Analyse results: The results of the assessment should be analysed to determine the extent to which the
course objectives have been met. This analysis should take into account the strengths and weaknesses of
the students and the course. This analysis can be used to inform future instructional strategies and to
improve the course content.
e) Evaluate the effectiveness of the assessment: It is important to evaluate the effectiveness of the
assessment to determine if it has been successful in achieving its intended purpose. This evaluation may
involve soliciting feedback from students or conducting a review of the assessment process
Internal assessment tools consist of Test, Assignment, Continuous Assessment Sheet for Practical (CAS) to
evaluate CO attainment level.

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Figure B 3.2.2a: Internal assessment tools

External assessment tools consist of university examination such as In-Sem Exam, End Semester Exam, Oral,
Practical, Seminar and Project examinations.

Figure B3.2.2b: External assessment tools

Attainment Levels
Attainment levels for Course Outcomes (COs) are a measure of students' achievement in meeting the course
objectives. These levels are assessed using a variety of tools, and the attainment level may be stated as a
percentage of students expected to achieve a certain threshold of marks. The attainment level is then measured
as the actual percentage of students who meet or exceed the set threshold.
The defined attainment levels are;
Attainment Level 1: 20% to less than 60% students scoring more than 60% marks out of the relevant maximum
marks.
Attainment Level 2: 60% to less than 70% students scoring more than 60% marks out of the relevant maximum
marks.
Attainment Level 3: More than 70% students scoring more than 60% marks out of the relevant maximum
marks.
Mapping of Assessment Tools and COs

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Mapping assessment tools and COs is an important part of the assessment process and can help to ensure that
student performance is evaluated consistently and effectively.
Mapping of assessment tools and course outcomes (COs) involves identifying which assessment tools are
appropriate for evaluating specific COs. This process ensures that the assessment tools align with the intended
learning outcomes and measure the desired knowledge, skills, and abilities. This process also helps to ensure
that the assessment methods are valid and reliable, and that they provide accurate and meaningful information
about student learning.
Weighted average method
The weighted average method is a technique used to calculate the CO attainment from attainment values by
tools. To use the weighted average method, weights are assigned to each tool based on maximum marks
assigned to it, its relative importance, contribution to the overall attainment.
The steps involved in using the weighted average method to calculate CO attainment are as follows:
i. Decide on the assessment tools to be employed in calculating CO attainment.
ii. Establish the level of attainment for each tool used in the process, which will be measured on a scale of
1 to 3.
iii. Assign weights to each tool based on its Maximum Marks. The weight for each tool will be calculated as
the ratio of its Maximum Marks to the total marks assigned to all selected tools for calculating CO
attainment.
iv. Multiply each tool's level of attainment by its corresponding weight
v. Sum up the weighted attainment values for all the tools to get CO attainment.
For example, if three tools are used with maximum marks assigned as 20, 30, 40 (Total Maximum Marks = 90),
and the CO attainment values for the tools are 2, 1, and 3, weights assigned as (20/90), (30/90) and (40/90),
respectively, based on the maximum marks for each tool in measuring the CO attainment.
To calculate the weighted average CO attainment, following formula is used:
Weighted average CO attainment = (Tool 1 attainment * Weight 1) + (Tool 2 attainment * Weight 2) + (Tool 3
attainment * Weight 3) + ...
In the example above, the weighted average CO attainment would be:
Weighted average CO attainment = (2 * 20/90) + (1 * 30/90) + (3 * 40/90) = 2.11

Therefore, the weighted average CO attainment for the three tools is 2.11.
Let's take an another example of a course that has six Course Outcomes (CO.1 to CO.6), and for each CO,
specific assessment tools are used along with their corresponding maximum marks (Mi), as shown in the table
below. Based on the performance of students and target values, CO attainment levels can be determined for
each assessment tool as Ai.

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Table B3.2.2a: Mapping of Cos with Assessment Tools

Since different assessment tools are used to evaluate each Course Outcome, the average attainment of each CO
will depend on the attainment level obtained from each tool. For instance, the average attainment level of CO.1
will depend on the attainment levels obtained through various internal assessment tools, such as Test 1,
Assignment 1, and CAS, as well as external assessment tools, such as In-Sem, End Sem, and Term work. If an
assessment tool is used for multiple COs, the maximum marks can be distributed equally among those COs.
For example, if Assignment 1 is used as an assessment tool for CO.1 and CO.2, the maximum mark can be
distributed equally between both COs, i.e., M3/2 for each CO. When calculating the attainment levels for
external tools, such as End Sem Exam, CO-wise mark distribution should be considered. Additionally, the
average CO attainment for internal tools and external tools should be calculated separately.
Average CO Attainment for particular CO using multiple assessment tools can be calculated as
Ʃ weightage*CO attainment

Table B3.2.2b: CO Attainment calculations for Internal Assessment Tools

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Table B3.2.2c: CO Attainment calculations for External Assessment Tools

The CO attainment level by direct tools is calculated by giving 20% weightage to the average CO attainment
level obtained from internal assessment tools and 80% weightage to the average CO attainment level obtained
from external assessment tools.
CO attainment for CO1 = 0.2 X Aint + 0.8 X Aext
CO Attainment Level by Indirect Assessment Tool
Mapping the survey questions to the COs enables course teacher to better understand the degree to which
students have achieved the desired course outcomes. Standardizing the survey form ensures consistency across
different courses, while a rating scale allows for a more nuanced and detailed assessment of student
performance.
At the end of each course, a customized survey form is created with questions directly linked to the Course
Outcomes (COs). Responses to these questions are collected through forms that
typically use a 1-3 scale (with low to high ratings). Average of all the responses to respective CO is consider as
CO attainment. The data is then used to compute the indirect CO attainment, which is given a weightage of 20%
in the overall CO attainment assessment.
Overall CO Attainment Level for Course
To evaluate and assess COs, multiple tools are used, including direct assessment tools such as internal
assessment and external assessment tools (university exams). When calculating CO attainment using direct
assessment tools, 20% weightage is given to internal assessment tools, and 80% weightage is given to external
assessment tools.
The weightage for CO attainment by direct assessment tools is 80%, while the weightage for the indirect
assessment tool (Course End Survey) is 20%.
Thus, CO attainment using all the tools is

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Target for CO attainment

Target for CO attainment refers to the desired level of achievement or proficiency that a student is expected to
reach for a particular course outcome (CO). It is should be set by the department offering the course, and it
serves as a benchmark for evaluating the effectiveness of the course in achieving its intended learning
outcomes.
By setting clear targets for CO attainment, course teacher and institutions can monitor student progress and
make adjustments to the course as needed to ensure that students are meeting the desired learning outcomes.

Action upon CO attainment values

• All of CO targets are not attained
Corrective actions are taken based on the CO attainment values in order to improve the quality of education
provided. If the attainment value for all COs is consistently low, it indicates that students are not achieving the
expected learning outcomes for COs. In this case, the following corrective actions can be taken:
a) Teaching methodology: Teaching methodology can be evaluated and revised to ensure that it is effective and
aligns with the COs. This could involve adopting new instructional methods or revising existing ones to better
support student learning.
b) Assessment tools: Assessment tools can be reviewed and revised to ensure they accurately measure student
learning and achievement of the COs. This could involve creating new assessment tools or revising existing
ones to better align with the COs.
c) Faculty development: Faculty can be provided with professional development opportunities to enhance their
teaching skills and keep up with the latest pedagogical techniques and strategies.
d) Learning resources: The availability and accessibility of learning resources can be improved to better support
student learning and achievement of the COs.
e) Student support services: Student support services can be improved to provide additional assistance to
students who may be struggling to achieve the COs.
By taking these corrective actions, the attainment of COs is improved, and the overall quality of education
provided can be enhanced. In this case maintain the same CO targets.
• Some of CO targets are not attained

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When deciding whether to change CO targets for the next academic year based on the attainment values, it is
important to consider multiple factors. Here are some suggestions for improving this approach:
a) Analyze the distribution of CO attainment values: It's important to analyze the distribution of CO attainment
values to identify any gaps or areas of improvement. For example, if some COs are consistently below the target
value while others are above it, it may be more effective to focus on improving the performance in the weaker
areas before changing the target value for COs.
b) Consider the difficulty level of COs: The difficulty level of COs can vary, and some COs may be more
challenging than others. Therefore, it's important to consider the difficulty level of COs when deciding whether
to increase the target value. COs that are already at a high level of attainment may not require an increase in the
target level, whereas those that are below the target level and have higher difficulty levels may require more
attention.
c) Align CO targets with program and industry standards: CO targets should be aligned with the program and
industry standards to ensure that students are adequately prepared for their future careers.
By taking these factors into consideration, course teacher can make informed decisions about whether to
increase the CO target values based on attainment values, and if so, how much to increase them. This approach
can help ensure that CO targets are tailored to the needs of the learners and the demands of the industry, while
also providing students with the necessary skills and competencies.
• All of CO targets are attained
When all CO targets are attained, it is important to reassess the CO targets and set new targets for the next
academic year. Here are some suggestions to improve this process:
a) Analyze the CO attainment values: Before setting new CO targets, it is important to analyze the CO
attainment values to identify areas of strength and areas for improvement. This analysis can help inform the
setting of new targets that are challenging and realistic.
b) Consider industry and program standards: CO targets should be aligned with industry and program standards
to ensure that students are well-prepared for their future careers. Therefore, it is important to consider these
standards when setting new CO targets.
d) Use a data-driven approach: Setting new CO targets based on the average of all CO attainment values may be
the one of the approaches. Instead, a data-driven approach that takes into account the distribution of CO
attainment values and the difficulty level of each CO can help ensure that new targets are appropriately
challenging and achievable.
By following these suggestions, educators can set new CO targets that are tailored to the needs of the learners
and the demands of the industry. This can help ensure that students are well-prepared for their future careers
and have the necessary skills and competencies to succeed.
• CO attainment values at Maximum Level (nearly equal to 3.00)

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When CO attainment values are already at the maximum level, further improvements can still be made to the
course outcomes by adopting the following strategies:
a) Increase the level of challenge: When the attainment level is already at the maximum, one way to improve
the COs is to increase the level of challenge for the students. This can be achieved by adding more complex and
advanced course content, assessments, and/or projects. By doing this, students can continue to learn and grow
even if they have already reached the maximum attainment level.
b) Update the criteria for attainment level: When the attainment level is already at the maximum, it may be
necessary to update the criteria for the attainment level to ensure that it remains challenging and relevant.
For example, new target value and criteria can be,
Attainment Level 1: 20% to 60% students scoring more than 65% marks out of the relevant maximum marks.

Attainment Level 1: 40% to 70% students scoring more than 60% marks out of the relevant maximum marks.
By adopting these strategies, course teacher continues to improve the course outcomes even when the
attainment level is already at the maximum. It is important to remember that course outcomes should be
designed to provide students with the knowledge, skills, and competencies.
Course Outcome of all courses are listed in table below:

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Cycle - I(2016-17 to 2019-2020)
Course
Course CO1 CO2 CO3 CO4 CO5 CO6
Code
First Year(2016-17)
107001 Engineering Mathematics - I 2.02 2.02 1.37 1.37 1.31 1.31
107002 Engineering Physics - I 1.88 1.85 2.19 2.35 1.61 1.60
102006 Engineering Graphics - I 1.29 1.29 1.37 1.45 1.45 1.37
103004 Basic Electrical Engineering 1.68 1.89 1.92 1.92 1.59 1.58
101005 Basic Civil and Environmental Engineering 2.26 2.38 2.42 2.58 1.97 1.95
110003 Fundamentals of Programming Language-I 1.4 1.5 1.8 1.8
111007 Workshop practise 2.97 2.97 2.97 2.97
107008 Engineering Mathematics - II 1.72 1.71 1.56 1.56 1.505 1.505
107009 Engineering Chemistry 1.35 1.33 1.56 1.56 1.08 1.08
102013 Basic Mechanical Engineering 2.51 2.46 2.06 2.06 1.42 1.41
101011 Engineering Mechanics 1.785 1.615 1.79 1.785 1.89 1.865
104012 Basic Electronics Engg. 2.33 2.22 2.23 2.23 1.97 1.95
110010 Fundamentals of Programmimg Language - II 1.72 1.72 1.32 1.32
102014 Engineering Graphics II 2.97 2.97 2.97 2.97 2.97 2.97
Second Year(2017-18)
210241 Discrete Mathematics 1.24 1.22 1.24 1.66 1.64 1.62
210242 Digital Electronics and Logic Design 1.71 1.72 1.73 1.73 1.84 1.82
210243 Data Structures and Algorithms 1.50 1.51 1.58 1.50 1.57 1.58
210244 Computer Organizationand Architecture 1.02 0.99 1.02 1.02 0.48 0.48
210245 Object Oriented Programming 1.77 1.79 1.71 1.51 1.55 1.81
207003 EngineeringMathematics III 1.95 1.95 1.77 1.44 1.37 1.28
210251 ComputerGraphics 1.97 1.93 1.97 1.99 2.14 2.08
210252 Advanced DataStructures 1.53 1.50 1.55 1.51 1.57 1.52
210253 Microprocessor 1.02 1.00 1.02 1.02 1.16 1.13
210254 Principles of Programming Languages 1.33 1.35 1.41 1.33 1.33 1.33
Third Year(2018-19)
310241 Theory of Computation 1.53 1.52 1.54 1.40 1.44 1.44
310242 Database Management System 1.63 1.63 1.58 1.56 1.57 1.55
310244 Information Systems and Engineering Economics1.86 1.86 1.77 0.71 0.69 0.65
310245 Computer Network 1.76 1.72 1.75 1.77 1.77 1.75
310250 Design and Analysis of Algorithms 1.16 1.16 1.09 0.61 0.59 0.53
310252 Embedded System and Internet of Things 2.48 2.50 2.44 1.89 1.86 1.85
310252 System Programming and operating system 2.22 2.23 2.16 1.86 1.86 1.86
310253 Software Engineering and Project Management 0.774 0.774 0.88 1.306 1.274 1.326
310253 Software Modeling and Design 1.812 1.826 1.75 1.328 1.292 1.308
310254 Web Technology 2.17 2.19 2.10 1.93 1.89 1.83
310255 Seminar and Technical Communications 2.96 2.934 2.92 2.95 2.934 2.886
Final Year(2019-20)
410241 High Performance Computing 2.36 2.36 2.31 1.86 1.86 1.82
410242 Artificial Intelligence and Robotics 2.55 2.36 2.29 2.13 2.29 2.17
410243 Data Analytics 2.38 2.42 2.38 2.01 2.01 2.15
410244 Data Mining and Warehousing 2.00 2.00 1.93 1.98 1.97 1.99
410245(A) Distributed System 2.38 2.38 2.31 2.01 1.99 1.98
410245(D) Mobile Communication 1.62 1.62 1.60 2.10 2.07 2.07
410250 Machine Learning 2.9 2.92 2.94 2.9 2.92 2.92
410251 Information and cyber security 2.44 2.45 2.46 2.93 2.96 2.93
410252 Soft Computing and Optimization Algorithms 2.92 2.91 2.92 2.92 2.90 2.92
410253 Cloud Computing 2.66 2.68 2.64 2.55 2.66 2.66
410248 Project-I 2.9 2.9 2.9 2.9 2.9 2.9
410256 Project-II 2.97 2.96 2.94 2.966 2.96 2.96
Average 1.99 1.98 1.96 1.90 1.82 1.81

Table B 3.2.2d: CO – Attainment for Cycle – 1 2016-17 to 2019-20

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Cycle - 2(2017-18 to 2020-21)
Course
Course CO1 CO2 CO3 CO4 CO5 CO6
Code
First Year(2017-18)
107001 Engineering Mathematics - I 1.73 1.73 1.73 1.73 1.63 1.63
107002 Engineering Physics - I 1.65 1.54 1.65 1.56 1.45 1.43
102006 Engineering Graphics - I 2.15 2.12 1.96 1.96 1.57 1.56
103004 Basic Electrical Engineering 1.55 1.53 1.73 1.73 1.40 1.37
101005 Basic Civil and Environmental Engineering 2.80 2.80 2.64 2.64 2.70 2.70
110003 Fundamentals of Programming Language-I 1.4 1.4 1.5 1.5
111007 Workshop practise 2.89 2.89 2.89 2.89
107008 Engineering Mathematics - II 1.23 1.23 1.23 1.23 1.2 1.2
107009 Engineering Chemistry 1.66 1.64 1.66 1.66 1.66 1.64
102013 Basic Mechanical Engineering 1.77 1.75 1.71 1.71 1.68 1.67
101011 Engineering Mechanics 1.50 1.49 1.44 1.44 1.53 1.51
104012 Basic Electronics Engg. 1.83 1.81 1.83 1.83 1.76 1.74
110010 Fundamentals of Programmimg Language - II 1.35 1.35 1.43 1.43
102014 Engineering Graphics II 2.885 2.885 2.885 2.885 2.885 2.885
Second Year(2018-19)
210241 Discrete Mathematics
210242 Digital Electronics and Logic Design 1.97 1.99 1.84 1.96 1.76 1.76
210243 Data Structures and Algorithms 1.28 1.24 1.28 0.97 0.97 0.93
210244 Computer Organizationand Architecture 1.27 1.285 1.155 0.715 0.53 0.535
210245 Object Oriented Programming 1.38 1.38 1.46 1.38 1.24 1.22
207003 Engineering Mathematics III 2.27 2.27 2.27 2.27 2 2
210251 ComputerGraphics 1.65 1.64 1.64 1.73 1.72 1.76
210252 Advanced DataStructures 1.76 1.79 1.76 2.01 1.85 1.81
210253 Microprocessor 0.62 0.63 0.62 0.52 0.53 0.53
210254 Principles of Programming Languages 1.07 1.09 1.13 1.07 1.05 1.05
Third Year(2019-20)
310241 Theory of Computation 1.11 0.90 0.76 1.15 1.19 1.05
310242 Database Management System 2.14 2.14 2.16 2.12 2.16 2.14
310244 Information Systems and Engineering Economics 1.76 1.79 1.80 1.47 0.95 0.96
310245 Computer Network 1.78 1.78 1.60 1.67 1.72 1.71
310250 Design and Analysis of Algorithms 1.70 1.73 1.86 1.88 1.87 1.86
310252 Embedded System and Internet of Things 2.83 2.84 2.92 2.88 2.70 2.75
310252 System Programming and operating system 2.71 2.64 2.54 2.45 2.60 2.60
310253 Software Engineering and Project Management 1.47 1.49 1.51 1.04 1.05 1.03
310253 Software Modeling and Design 2.33 2.395 2.145 1.58 1.61 1.59
310254 Web Technology 2.46 2.58 2.48 2.66 2.73 2.66
310255 Seminar and Technical Communications 2.9 2.88 2.9 2.28 2.9 2.9
Final Year(2020-21)
410241 High Performance Computing 2.79 2.79 2.95 2.91 2.91 2.86
410242 Artificial Intelligence and Robotics 2.94 2.84 2.77 2.75 2.95 2.76
410243 Data Analytics 2.93 2.87 2.93 2.88 2.93 2.71
410244 Data Mining and Warehousing 2.92 2.83 2.89 2.86 2.90 2.84
410245(A) Distributed System 2.56 2.57 2.56 2.58 2.96 2.57
410245(D) Mobile Communication 2.88 2.88 2.88 2.88 2.88 2.88
410250 Machine Learning 2.92 2.91 2.91 2.9 2.9 2.91
410251 Information and cyber security 2.82 2.81 2.93 2.78 2.92 2.77
410252 Soft Computing and Optimization Algorithms 2.92 2.74 2.84 2.75 2.90 2.75
410253 Cloud Computing 2.67 2.66 2.61 2.54 2.74 2.63
410248 Project-I 2.78 2.78 2.77 2.77 2.76 2.77
410256 Project-II 2.72 2.74 2.8 2.8 2.8 2.8
Average 2.10 2.09 2.09 2.03 2.03 1.99

Table B 3.2.2e: CO – Attainment for Cycle – II 2017-18 to 2020-21

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Cycle - 3(2018-19 to 2021- 22)
Course
Course CO1 CO2 CO3 CO4 CO5 CO6
Code
First Year(2018-19)
107001 Engineering Mathematics - I 1.73 1.73 1.73 1.73 1.63 1.63
107002 Engineering Physics - I 1.65 1.55 1.65 1.56 1.45 1.43
102006 Engineering Graphics - I 2.15 2.12 1.97 1.97 1.57 1.56
103004 Basic Electrical Engineering 1.55 1.53 1.73 1.73 1.40 1.37
101005 Basic Civil and Environmental Engineering 2.80 2.80 2.64 2.64 2.70 2.70
110003 Fundamentals of Programming Language-I 1.4 1.4 1.5 1.5
111007 Workshop practise 2.89 2.89 2.89 2.89
107008 Engineering Mathematics - II 1.23 1.23 1.23 1.23 1.2 1.2
107009 Engineering Chemistry 1.67 1.65 1.67 1.67 1.66 1.64
102013 Basic Mechanical Engineering 1.99 1.96 1.91 1.91 1.81 1.79
101011 Engineering Mechanics 1.49 1.48 1.43 1.43 1.53 1.51
104012 Basic Electronics Engg. 1.83 1.81 1.83 1.83 1.76 1.74
110010 Fundamentals of Programmimg Language - II 1.35 1.35 1.43 1.43
102014 Engineering Graphics II 2.91 2.91 2.91 2.91 2.91 2.91
Second Year(2019-20)
210241 Discrete Mathematics 2.70 2.68 2.69 2.24 2.28 2.28
210242 Digital Electronics and Logic Design 2.37 2.27 2.44 2.34 1.77 1.83
210243 Data Structures and Algorithms 2.10 1.84 2.01 2.36 2.25 2.51
210244 Computer Organizationand Architecture 2.19 2.09 2.24 1.94 1.92 1.78
210245 Object Oriented Programming 2.12 2.14 2.20 2.12 1.91 1.93
207003 Engineering Mathematics III 2.25 2.44 2.44 2.44 2.3 2.3
210251 ComputerGraphics 2.68 2.64 2.61 2.64 2.62 2.72
210252 Advanced DataStructures 2.63 2.61 2.63 2.23 2.23 2.22
210253 Microprocessor 2.73 2.80 2.68 2.76 2.89 2.89
210254 Principles of Programming Languages 2.67 2.69 2.75 2.70 2.68 2.72
Third Year(2020-21)
310241 Theory of Computation 2.93 2.93 2.94 2.92 2.90 2.91
310242 Database Management System 2.95 2.85 2.76 2.76 2.95 2.66
310244 Information Systems and Engineering Economics2.86 2.83 2.84 2.90 2.86 2.89
310245 Computer Network 2.90 2.70 2.71 2.64 2.94 2.69
310250 Design and Analysis of Algorithms 2.83 2.84 2.92 2.95 2.95 2.93
310252 Embedded System and Internet of Things 2.90 2.93 2.92 2.94 2.95 2.93
310252 System Programming and operating system 2.95 2.95 2.84 2.86 2.95 2.66
310253 Software Engineering and Project Management 2.74 2.75 2.74 2.77 2.71 2.69
310253 Software Modeling and Design 2.68 2.475 2.49 2.46 2.65 2.47
310254 Web Technology 2.63 2.47 2.57 2.13 2.27 2.27
310255 Seminar and Technical Communications
Final Year(2021-22)
410241 High Performance Computing 2.80 2.79 2.87 2.75 2.80 2.76
410242 Artificial Intelligence and Robotics 2.94 2.93 2.91 2.85 2.94 2.86
410243 Data Analytics 2.95 2.89 2.95 2.90 2.95 2.73
410244 Data Mining and Warehousing 2.87 2.80 2.84 2.83 2.87 2.79
410245(A) Distributed System 2.72 2.70 2.70 2.71 2.72 2.72
410245(D) Mobile Communication 2.92 2.94 2.94 2.84 2.96 2.82
410250 Machine Learning 2.68 2.66 2.64 2.24 2.26 2.27
410251 Information and cyber security 2.67 2.63 2.58 2.46 2.45 2.42
410252 Soft Computing and Optimization Algorithms 2.36 2.33 2.35 2.68 2.59 2.63
410253 Cloud Computing 2.35 2.35 2.36 2.15 2.33 2.13
410248 Project-I 1.88 1.86 1.89 1.86 1.88 1.885
410256 Project-II 2.78 2.76 2.8 2.74 2.76 2.78
Average 2.42 2.39 2.41 2.36 2.37 2.34

Table B 3.2.2f: CO – Attainment for Cycle – 1II 2018-19 to 2021-22

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3.3 Attainment of Program Outcomes and Program Specific Outcomes (50)
3.3.1 Describe the assessment tools and processes used for measuring the attainment of each of the Program
Outcomes and Program Specific Outcomes
(Describe the assessment tools and processes used together the data upon which the evaluation of each of the
Program Outcomes and Program Specific Outcomes 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)
Assessment of program outcomes (POs) and program-specific outcomes (PSOs) is an essential part of the
evaluation and improvement of academic programs.
In outcome-based education, program outcomes (POs) serve as a guide for curriculum design, delivery, and
assessment of student learning. To ensure alignment, a "design down" process is employed, where outcomes are
cascaded from POs to Course Outcomes (COs) and outcomes for individual learning experiences.
To connect high-level learning outcomes (POs) with course content, course outcomes, and assessment, there is a
need to bring further clarity and specificity to the program outcomes. This can be achieved through a two-step
process of identifying competencies and defining performance indicators (PIs). Competencies are different
abilities implied by program outcome statements, while PIs are explicit statements of expectations of student
learning.
Once the competencies and PIs are identified, the assessment of COs for all courses is designed by connecting
assessment questions to the PIs. By following this process, where examination questions map with PIs, there is
better resolution for the assessment of COs and POs. Ultimately, the achievement of POs is crucial for the
effectiveness of the program and needs to be proven through accurate and reliable assessments.
Assessing POs and PSOs typically involves gathering evidence of student learning, analysing that evidence, and
using it to improve teaching and learning. The key steps involved in the assessment process:
1. Develop assessment criteria: Develop criteria for assessing program outcomes and PSOs. The criteria
are measurable, observable, and achievable. This includes developing rubrics or other assessment tools that
allow for objective and consistent evaluation.
2. Collect data: Collect data on student performance related to program outcomes and PSOs. This includes
assessments of student work, surveys of student.
3. Analyse data: Analyse the data to assess how well the program is meeting its outcomes and PSOs. This
include comparing student performance to the established criteria and identifying areas of strength and
weakness.
4. Use results for improvement: Use the results of the assessment to identify areas where improvement is
needed and develop strategies to address these areas. This involves changes teaching methods, or assessment
methods or providing additional resources to students to help them meet the Program Outcomes and PSOs.

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PO and PSO Assessment tools
PO (Program Outcomes) and PSO (Program Specific Outcomes) assessment tools are used to evaluate the
overall effectiveness of a program and to ensure that it meets the required standards.
There are various tools and techniques that can be used to assess POs and PSOs, some of which include:
a) Direct assessment tools: These tools assess the students’ achievement of POs/PSOs through internal and
external assessment. Internal assessment tools include assignments, test, CAS, etc. whereas external assessment
tools include university theory exams, Oral, Term work, Practical, Seminar, Project etc. Direct assessment tools
are used to measure students’ performance against the pre-defined performance indicators.
b) Indirect assessment tools: These tools evaluate the effectiveness of the program in terms of student
satisfaction, feedback, and perception. Indirect assessment tools include surveys. Exit surveys are conducted
with graduating students to evaluate the overall effectiveness of the program. Exit surveys can provide feedback
on areas of strength and areas for improvement.
The tools used for assessment of POs/PSOs are same which are used for assessment of COs. These tools are
defined in Table – B 3.2.1a.

Figure B3.3.1a: PO/PSO assessment tools

The steps taken are

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Weightage Distribution: A balanced distribution of weightage is used for direct and indirect assessment
methods. A suggested distribution is 80% weightage for direct assessment and 20% weightage for indirect
assessment, as both methods have their own strengths and limitations.
a) Direct Assessment: Direct assessment of POs and PSOs is based on the attainment of COs, where COs
are mapped to POs and PSOs.
b) Indirect Assessment: Indirect assessment of POs and PSOs is conducted through surveys targeting
different stakeholders. These surveys include graduate exit survey, employer survey, parent survey, and
alumni survey. The weightage for each survey is equal.
Attainment Levels of POs/PSOs
The various direct assessment tools used to evaluate COs, PO/PSOs and the frequency with which the
assessment processes are carried out are listed in Table 1.
Tools used to evaluate PO/PSO attainment are same as that of CO attainment. Attainment Levels for
internal as well as external assessment tools are also same for PO/PSO attainment and defined as;
Attainment Level 1: 20% to 60 % students scoring more than 60% marks out of the relevant maximum
marks.
Attainment Level 2: 60% to 70 % students scoring more than 60% marks out of the relevant maximum
marks.
Attainment Level 3: More than 70% students scoring more than 60% marks out of the relevant
maximum marks.
In order to assess attainment levels of program outcomes (POs) and program-specific outcomes (PSOs),
the same tools and criteria used to define course outcomes (COs) attainment levels are applied. As a
result, the attainment levels of COs are used to calculate the attainment levels of PSOs and POs. Direct
assessment of PSOs and POs is based on the attainment levels of COs and the degree of correlation
between them.
Sample calculation for PO/PSO attainment is described in following three steps:
Step – 1
CO Attainment and CO – PO/PSO mapping is defined for course by correlation level low to high (1 to
3).

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Table B3.3.1a: CO - PO Mapping

Step – 2
The program-specific outcome (PSO) or program outcome (PO) attainment is based on the level of mapping
between the POs and course outcomes (COs) and the CO attainment level.
Direct PO/PSO attainment is calculated using following formula:
PO/PSO attainment = (Level of Mapping of PO with CO X CO attainment Level) / 3

TableB3.3.1b: PO/PSO Attainment Calculations

Step – 3
Direct PO/PSO attainment is evaluate by taking average of PO/PSO attainment by each CO attainment.

Table B3.3.1c: Average PO/PSO Attainment by Course

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Using direct tools to assess PO/PSO attainment provides objective evidence of students' learning outcomes and
helps department to identify areas for improvement in the program. Additionally, it allows for a more accurate
evaluation of the effectiveness of the program's curriculum, instructional methods, and teaching strategies.
Attainment of POs/PSOs through Indirect Tools
Indirect tools provide valuable information about students' perceptions of their learning experiences and the
extent to which they perceive that they have achieved program outcomes.
While indirect tools have limitations, they can provide valuable insights into students' experiences and
perceptions of the program, as well as how well it aligns with the needs of employers and the community.
By combining direct and indirect tools, department gain a more comprehensive understanding of the program's
effectiveness in achieving its intended learning outcomes.
Graduate Exit Survey, Employer Survey, Parents Feedback and Alumni Survey are conducted at the end of
program and equal weightage is given each.
The department conducts surveys using a relevant questionnaire in order to assess the attainment of Program
Outcomes (POs) and Program Specific Outcomes (PSOs). The questionnaire provides 5 response options,
namely Excellent, Very Good, Good, Average, and Poor, which are assigned scores of 5, 4, 3, 2, and 1,
respectively. The survey results are then tabulated, and the average scores for each PO and PSO are calculated.
To determine the attainment level for each PO and PSO, the average score is converted to a scale of 0 to 3.
For indirect PO/PSO attainment 20% weightage is given.
Total PO/PSO attainment is calculated as:
Direct Attainment by all courses X 0.8 + Indirect Attainment X 0.2
The templates used to execute different surveys are as follows.
Graduate Exit Survey: Relevant questionnaire in graduate Exit survey form to evaluate attainment of POs and
PSOs is given in section (i) and relation of POs & PSOs with questionnaire is given in section (ii).
i. Questionnaire Format:
Kindly rate the following criteria on a scale of 1-5. Your genuine response will be helpful for the continuous
quality improvement of our UG programme.
5. Excellent 4. Very Good 3. Good 2. Average 1. Poor

Ability acquired by you to apply knowledge of Mathematics, Science

and Engineering in real time from value added certifications,
Q1
workshops and training programs conducted during your stay in
college.
Q2 Ability acquired to apply engineering knowledge to design experiments, analyze

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and interpret data to obtain valid conclusions.
Ability to identify and design a solution for Computer Engineering
Q3 problem with an appropriate consideration for the public health and
safety and the cultural, societal, and environmental considerations.
Ability acquired to conveniently investigate complex problems using
Q4 research-oriented knowledge and methods to provide appropriate
solution through design-oriented courses and project.
Ability to use techniques, skills and modern engineering and IT tools
Q5 necessary for engineering practice through internship, state of art
labs..
Ability to grasp the impact of professional engineering solutions in
Q6 the context of society and environment and apply it for sustainable
development.
Ability to understand that you have about the available resources and
Q7 ensure judicious use of them without affecting the environment for
sustainable progress.
Ability to apply ethical principles and commitment to professional
Q8 ethics and responsibilities acquired through courses, project, seminar
and Gymkhana activities.
Ability acquired to lead team / work in team / work as an individual
Q9
gained from the co-curricular and extracurricular activities.
Ability developed to communicate effectively, write precise reports,
Q10 design documentation applying the engineering knowledge, speaking
in a large group which you have acquired.
Ability to do interdisciplinary projects and carry them out in time and
utilize fund in a meaningful way with the training provided by the
Q11
department, through various activities of student chapter such as IE,
Google DSC ,Codigo Madrid club.
Q12 Ability to work as a successful self-reliant engineer with the training

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provided by department, entrepreneurship development cell,

Innovation cell and Audit courses etc.
Competencies acquired in design and development of software
Q13
solutions through National Level Events.
Q14 Skills acquired to develop software projects
Skills acquired to analyze and evaluate performance of software
Q15
system

Relation of POs and PSOs with questionnaire

Question Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
PO/PSO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
Question Q9 Q10 Q11 Q12 Q13 Q14 Q15
PO/PSO PO9 PO10 PO11 PO12 PSO1 PSO2 PSO

Alumni Survey: Feedback is taken from alumni. Relevant questionnaire in alumni survey form to evaluate
attainment of POs and PSOs is given in section (i) and relation of POs & PSOs with questionnaire is given in
section (ii).
i. Questionnaire Format:
Kindly rate the following criteria on a scale of 1-5. Your genuine response will be helpful for the continuous
quality improvement of our UG programme
5. Excellent 4. Very Good 3. Good 2. Average 1. Poor

Q. No. Question
Q1 Your ability to apply knowledge and design and analyse Mechanical
system or process to meet desired specifications and needs.
Q2 Benefit from value added certifications, workshops and training
programmes conducted during your course.
Q3 Your ability to use techniques, skills and modern engineering tools
necessary for engineering practice.
Q4 Benefit from communication skills, presentation skills and leadership
qualities gained from the co-curricular and extracurricular activities.

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Q5 Your ability to engage in, to resolve contemporary issues and acquire

lifelong learning.
Q6 Skills attained to create, select and apply appropriate techniques,
resources and modern engineering and IT tools.
Q7 Extent of Ethical, social and environmental values inculcated,
helping you to relate Mechanical engineering issues with societal
needs.
Q8 Ability acquires to meet the industry needs.

Relation of POs and PSOs with questionnaire

Question Q1 Q2 Q3 Q4
PO/PSO PO1, PO3 PO1, PO5 PO5, PO11 PO9, PO10
Question Q5 Q6 Q7 Q8
PO/PSO PO12 PO2, PO4 PO6, PO7, PO8 PSO1, PSO2,
PSO3

Employer Survey: Feedback is taken from employer. Relevant questionnaire in employer survey form to
evaluate attainment of POs and PSOs is given in section (i) and relation of POs & PSOs with questionnaire is
given in section (ii).
i.Questionnaire Format:
Kindly rate the following criteria on a scale of 1-5. Your genuine response will be helpful for the continuous
quality improvement of our UG programme
5: Strongly Agree, 4: Agree, 3: Moderate, 2: Disagree, 1: Strongly Disagree

Q No. Parameters
Q1 AISSMS COE Mechanical Engineering graduate exhibits an ability to apply
engineering knowledge to design and develop the product.
Q2 AISSMS COE Mechanical Engineering graduate has the ability to communicate
effectively both written and verbal communication
Q3 AISSMS COE Mechanical Engineering graduate is well aware of Modern
Engineering Tools(PO5)
Q4 AISSMS COE Mechanical Engineering graduate has an understanding of ethical
and social responsibility
Q5 AISSMS COE Mechanical Engineering graduate has desire for learning new areas,
engaging in professional development, and adapting to technological changes to
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solve complex engineering problems

Q6 AISSMS COE Mechanical Engineering graduate has an ability to function as a
member or leader in multi-disciplinary teams
Q7 AISSMS COE Mechanical Engineering graduate has an ability to manage
multidisciplinary projects
Q8 AISSMS COE Mechanical Engineering graduate is able to provide solutions to
societal problems for sustainable development.
Q9 AISSMS COE Mechanical Engineering graduate have competencies in usage of
modern tools to optimally design, develop and manufacture product and/or process
Q10 AISSMS COE Mechanical Engineering graduate have skills to enhance
employability in the automotive and thermal engineering fields.

Relation of POs and PSOs with questionnaire

Question Q1 Q2 Q3 Q4 Q5
PO PO1, PO2, PO3, PO4 PO 10 PO 5 PO 8, PO6 PO 12
Question Q6 Q7 Q8 Q9 Q10
PSO PO 9 PO 11 PO 7 PSO 1 PSO 2

Parent Feedback: Parent feedback is taken to signify holistic development of their ward through a conducive
teaching-learning environment. Relevant questionnaire in parent feedback form to evaluate attainment of POs is
given in section (i) and relation of POs with questionnaire is given in section (ii).
i.Questionnaire Format:
Kindly rate the following criteria on a scale of 1-5. Your genuine response will be helpful for the continuous
quality improvement of our UG programme
5: Strongly Agree, 4: Agree, 3: Moderate, 2: Disagree, 1: Strongly Disagree
Q. No. Parameter

Q1 My ward has gained Engineering knowledge through teaching learning process at the institute.
Q2 My ward will be able to pursue research and higher studies.
Q3 Co-curricular and Extra-curricular activities conducted in institute helped to develop my wards
communication, leadership and team work skills.
Q4 My ward is aware of social, cultural, environmental, global, public health and safety related
issues and tries to resolve them.
Q5 My ward has ability to manage activities and financial issues.
Q6 My ward follows professional ethics.
Q7 My ward is able to use modern tools and techniques.
Q8 My ward converted into a lifelong learner.
Q9 My ward has professional abilities to meet industrial needs

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Relation of POs and PSOs with questionnaire

Question Q1 Q2 Q3 Q4 Q5
PO PO 1 PO 2, PO 3, PO 4 PO 9, PO10 PO 6, PO7 PO11
Question Q6 Q7 Q8 Q9
PO PO8 PO 5 PO 12 PSO1, PSO2

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Course
Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3
Code
First Year
107001 Engineering Mathematics - I 1.565 1.045 0.52 0.85
107002 Engineering Physics - I 1.28 0.88 0.64 0.73
102006 Engineering Graphics - I 0.915 0.925 0.46
103004 Basic Electrical Engineering 0.995 0.6 0.58
101005 Basic Civil and Environmental Engineering 0.75 0.73 0.66 0.8
110003 Fundamentals of Programming Language-I 1.075 0.565 0.57 0.5 0.43 0.43
111007 Workshop practise 0.99 0.99 0.99 0.99 0.99
107008 Engineering Mathematics - II 1.595 1.065 0.53 0.7
107009 Engineering Chemistry 0.89 0.49 0.45
102013 Basic Mechanical Engineering 1.33 0.95
101011 Engineering Mechanics 1.19 0.60
104012 Basic Electronics Engg. 1.435 0.73 0.7 0.7
110010 Fundamentals of Programmimg Language - II 1.01 0.505 0.51 0.5 0.88 0.88
102014 Engineering Graphics II 0.99 0.99 1
Second Year
210241 Discrete Mathematics 1.28 1.18 1.50 1.03 1.24 1.08 0.96 0.64 0.54 0.96 0.96 0.95
210242 Digital Electronics and Logic Design 1.49 1.78 1.09 0.59 0.78 1.18
210243 Data Structures and Algorithms 1.54 1.02 1.03 0.51 0.51 1.11 1.01 0.76 0.50
210244 Computer Organizationand Architecture 0.64 0.50 0.72 0.50 0.33 0.16 0.33 0.68 0.50
210245 Object Oriented Programming 1.05 1.13 1.50 1.41 1.50 1.11 1.31 1.69 1.69
207003 EngineeringMathematics III 0.89 1.05 0.59 0.59 1.21 0.33
210251 ComputerGraphics 1.98 1.96 1.57 1.40 1.42 1.39 1.14 0.65 0.66 1.41
210252 Advanced DataStructures 1.18 1.53 1.02 1.02 1.02 0.51 0.51 1.01 1.28 1.19
210253 Microprocessor 0.41 0.64 0.92 0.34 0.71 0.34 0.34 0.34 0.36 0.34 0.74 0.35 0.81 0.68 0.35
210254 Principles of Programming Languages 0.90 0.90 1.20 1.12 1.20 0.90 1.05 1.35 1.35
Third Year
310241 Theory of Computation 0.99 0.99 0.96 0.96 1.48 0.50
310242 Database Management System 0.53 1.37 1.47 1.07 1.06 1.56 1.06 1.06 0.53
310244 Information Systems and Engineering Economics 0.52 0.86 1.20 0.76 0.59 0.48 0.42 0.73 0.76
310245 Computer Network 1.16 1.45 0.58 0.58 1.16 0.59 0.59 0.58 0.58 0.59 1.77 0.59 1.15 1.17 0.59
310250 Design and Analysis of Algorithms 0.57 0.48 0.72 0.50 0.53 0.28 0.39 0.39 0.57 0.77
310252 Embedded System and Internet of Things 1.65 1.64 1.23 0.69 0.91 0.90 1.26 0.83 0.83 1.44 1.44
310252 System Programming and operating system 1.48 1.11 1.17 1.03 1.44 0.74 0.86 1.35 0.68
310253 Software Engineering and Project Management 0.75 0.70 0.66 0.92 0.90 0.36 0.70
310253 Software Modeling and Design 0.97 0.61 0.86 0.52 0.75 0.44 1.22 0.43 0.44 0.43 0.44 0.90 1.05 1.04 0.52
310254 Web Technology
Seminar and Technical 1.35 1.04 1.84 1.32 1.32 0.67 0.72 0.73 1.35 1.45
310255 Communications 1.47 1.23 1.72 0.98 1.95 0.97 0.97 1.95 0.96 1.95 0.96 1.95 0.98 0.98 0.97
Final Year
410241 High Performance Computing 1.53 1.40 1.27 0.88 1.86 0.79 0.61 1.40 1.40 1.10
410242 Artificial Intelligence and Robotics 1.37 1.21 1.19 1.20 1.08 1.23 1.56 1.55 0.75
410243 Data Analytics 0.74 1.95 2.13 1.48 1.51 2.01 1.49 1.49 0.72
410244 Data Mining and Warehousing 1.16 1.00 0.99 1.00 0.89 0.99 1.33 1.32 0.66
410245(A)Distributed System 1.58 1.45 1.31 0.93 2.01 0.79 0.66 1.45 1.45 1.13
410245(D)Mobile Communication 0.95 0.93 0.82 0.65 1.85 0.73
410250 Machine Learning(shift 2) 2.26 1.36 1.70 1.70 1.62 1.94 2.11
410251 Information and cyber security 1.80 1.60 1.44 1.75 1.88 1.97 1.97 0.98 1.96 1.80 1.72 1.58 1.47
410252 Soft Computing and Optimization Algorithms 2.27 1.36 1.70 1.70 1.70 1.95 2.11 0.97
410253 Cloud Computing 1.17 1.61 1.58 0.89 2.55 2.11 2.64 1.09 1.61 1.91
410248 Project-I 1.61 1.93 1.93 1.16 0.97 0.97 1.29 1.61 1.45 1.93 1.35 1.35 0.97 0.97 1.93
410256 Project-II 1.64 1.97 1.97 1.18 0.99 0.98 1.31 1.65 1.48 1.97 1.38 1.38 0.99 0.99 1.97
Average 1.21 1.08 1.10 0.96 1.22 0.97 1.22 1.11 0.92 1.01 0.91 0.95 1.15 1.14 0.98

Table B3.3.1d: PO/PSO Attainment for 2016-17 to 2019-20 Batch (Cycle – 1)

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Overall PO/PSO Attainment for 2016 to 2020 Batch

PO/PSO Attainment: Cycle - 1

PO/PSO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3
Direct 1.21 1.08 1.10 0.96 1.22 0.97 1.22 1.11 0.92 1.01 0.91 0.95 1.15 1.14 0.98
Total Indirect 2.51 2.59 2.57 2.56 2.59 2.57 2.56 2.56 2.61 2.56 2.47 2.57 2.60 2.54 2.57
Attainment 1.46 1.38 1.39 1.28 1.47 1.29 1.49 1.40 1.26 1.32 1.25 1.27 1.45 1.42 1.30
Target 1.81 1.62 1.56 1.21 1.57 1.21 1.09 1.29 0.98 0.83 1.15 1.08 1.61 1.60 1.15
Gap -0.01 -0.08 -0.14 -0.32 -0.21 -0.32 -0.62 -0.37 -0.47 -0.66 -0.33 -0.41 -0.16 -0.14 -0.38

Table B3.3.1e: PO/PSO Attainment

Figure B3.3.1b: PO/PSO Attainment and Target Values

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Course
Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3
Code
First Year
107001 Engineering Mathematics - I 1.69 1.13 0.56 1 1
107002 Engineering Physics - I 1.03 0.69 0.52 0.55
102006 Engineering Graphics - I 1.26 1.22 0.63
103004 Basic Electrical Engineering 0.88 0.51 0.52
101005 Basic Civil and Environmental Engineering 0.90 0.89 0.90 0.88
110003 Fundamentals of Programming Language-I 0.99 0.50 0.50 0.49
111007 Workshop practise 0.97 0.97 0.97 0.97
107008 Engineering Mathematics - II 1.22 0.82 0.4
107009 Engineering Chemistry 1.10 0.55 0.55
102013 Basic Mechanical Engineering 1.26 1.20
101011 Engineering Mechanics 0.99 0.49
104012 Basic Electronics Engg. 1.20 0.60 0.60
110010 Fundamentals of Programmimg Language - II 0.93 0.46 0.46 0.5
102014 Engineering Graphics II 0.96 0.96 0.96
Second Year
210241 Discrete Mathematics
210242 Digital Electronics and Logic Design 1.55 1.88 1.14 0.63 0.85 1.25
210243 Data Structures and Algorithms 1.11 0.77 0.75 0.39 0.39 0.79 0.80 0.64 0.32
210244 Computer Organizationand Architecture 0.71 0.56 0.71 0.57 0.40 0.18 0.41 0.85 0.49
210245 Object Oriented Programming 1.17 1.07 1.40 1.09 0.95 1.63 1.04 1.07 0.80 0.78 1.16 1.12 0.53
207003 EngineeringMathematics III 1.66 1.33 1.01 1.66 1.64 1.62 1.00
210251 ComputerGraphics 1.38 1.83 1.22 1.19 1.19 0.61 0.61 1.21 1.49 1.41
210252 Advanced DataStructures 1.38 1.83 1.22 1.19 1.19 0.61 0.61 1.21 1.49 1.41
210253 Microprocessor 0.45 0.43 0.49 0.38 0.26 0.18 0.24 0.41 0.37
210254 Principles of Programming Languages 0.72 0.72 0.87 0.84 0.87 0.60 0.77 0.72 0.72 0.40
Third Year
310241 Theory of Computation 0.67 0.67 0.75 0.70 1.01 0.34
310242 Database Management System 1.90 1.19 1.06 1.25 1.43 1.43 1.42 1.29
310244 Information Systems and Engineering Economics0.58 0.94 1.32 0.89 0.63 0.53 0.47 0.79 0.84
310245 Computer Network 1.20 1.60 0.94 1.17 1.31 0.83 0.83 0.81 0.53 1.21 0.89 1.14 0.85 0.55
310250 Design and Analysis of Algorithms 1.18 1.20 0.96 0.61 0.72 0.82 1.25 0.58 0.58 1.21 1.21 0.63
310252 Embedded System and Internet of Things 1.91 1.92 1.51 0.92 1.13 1.26 1.92 0.95 0.95 0.92 1.88 1.88 0.91
310252 System Programming and operating system 1.54 1.56 1.23 0.76 0.92 0.92 1.55 0.77
310253 Software Engineering and Project Management 0.85 0.67 0.63 0.72 0.45 0.47 0.44 0.68 0.51 0.82 0.59

310253 Software Modeling and Design

0.87 1.09 0.93 0.98 0.64 0.92 0.95 0.86 0.76 1.30 0.86 1.30 0.79 0.80 0.58
310254 Web Technology 1.73 1.29 2.43 1.77 1.73 0.87 0.82 0.84 1.73 1.64 1.14
310255 Seminar and Technical Communications 1.44 1.20 1.68 0.96 0.97 0.97 0.97 0.97 0.97 0.95 0.97 0.97 0.97 0.96 0.96
Final Year
410241 High Performance Computing 1.60 1.55 0.97 0.96 0.97 0.96 1.68
410242 Artificial Intelligence and Robotics 1.65 1.44 1.43 1.44 1.30 1.44 1.90 1.92 0.93
410243 Data Analytics 1.04 1.79 2.49 0.99 2.28 1.44 1.42 1.90 0.97 0.99 1.93 0.97 2.04 1.93 0.97
410244 Data Mining and Warehousing 2.30 1.88 2.21 1.50 1.64 1.29 1.24 1.97 1.97 1.47
410245(A) Distributed System 1.90 1.76 1.54 1.23 2.58 1.29 0.86 1.76 1.76 1.29
410245(D) Mobile Communication 1.54 1.44 1.28 0.96 2.88 1.12
410250 Machine Learning 2.13 2.16 1.72 0.98 1.72 1.72 0.98 1.96 2.13
410251 Information and cyber security 2.88 2.88 1.76 2.57 2.42 0.96 1.92 1.92 0.95
410252 Soft Computing and Optimization Algorithms 1.94 1.38 1.55 1.44 1.47 1.63 1.46 1.87 1.99 0.94
410253 Cloud Computing 1.67 1.81 1.70 1.11 2.78 2.09 1.00 1.82 1.54 1.81 1.71
410248 Project-I 2.78 2.77 2.16 2.76 2.76 1.85 1.84 2.08 2.77 2.46 1.85 2.30 2.08 2.77 2.31
410256 Project-II 2.77 2.78 2.18 1.87 1.87 1.81 1.81 2.31 1.84 2.80 2.33 2.08 2.14 2.16 2.18
Average 1.38 1.27 1.18 1.25 1.37 1.24 1.27 1.21 1.14 1.15 1.01 1.05 1.34 1.36 1.01

Table B3.3.1f: PO/PSO Attainment for 2017-18 to 2020-21 Batch (Cycle – 2)

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Overall PO/PSO Attainment for 2017 to 2021 Batch

PO/PSO Attainment: Cycle - 2

PO/PSO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3
Direct 1.38 1.27 1.18 1.25 1.37 1.24 1.27 1.21 1.14 1.15 1.01 1.05 1.36 1.36 1.01
Indirect 2.58 2.65 2.64 2.60 2.58 2.56 2.55 2.53 2.60 2.55 2.48 2.56 2.59 2.51 2.58
Attainment 1.62 1.54 1.47 1.52 1.61 1.51 1.52 1.47 1.43 1.43 1.31 1.35 1.60 1.59 1.32
Target 1.45 1.30 1.25 0.97 1.26 0.97 0.87 1.03 0.79 0.67 0.92 0.87 1.29 1.28 0.92
Gap -0.17 -0.24 -0.22 -0.55 -0.35 -0.54 -0.65 -0.44 -0.64 -0.77 -0.38 -0.48 -0.32 -0.31 -0.40

Table B3.3.1g: PO/PSO Attainment

Figure B3.3.1c: PO/PSO Attainment and Target Values

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Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3
First Year
107001 Engineering Mathematics - I 1.70 1.13 0.57
107002 Engineering Physics - I 1.03 0.70 0.52 0.55
102006 Engineering Graphics - I 1.26 1.23 0.63
103004 Basic Electrical Engineering 0.88 0.52 0.52
101005 Basic Civil and Environmental Engineering 0.91 0.89 0.90 0.88
110003 Fundamentals of Programming Language-I 0.99 0.50 0.50 0.50
111007 Workshop practise 0.58 0.58 0.58 0.58 0.58
107008 Engineering Mathematics - II 1.22 0.815 0.41
107009 Engineering Chemistry 1.11 0.56 0.55
102013 Basic Mechanical Engineering 1.26 1.20
101011 Engineering Mechanics 0.99 0.49
104012 Basic Electronics Engg. 1.20 0.61 0.60 0.61
110010 Fundamentals of Programmimg Language - II 0.93 0.46 0.46 0.47
102014 Engineering Graphics II 0.96 0.96 0.96
Second Year
210241 Discrete Mathematics
210242 Digital Electronics and Logic Design 1.55 1.88 1.14 0.63 0.85 1.25
210243 Data Structures and Algorithms 1.11 0.77 0.75 0.39 0.39 0.79 0.80 0.64 0.32
210244 Computer Organizationand Architecture 0.71 0.56 0.71 0.57 0.40 0.18 0.41 0.85 0.49
210245 Object Oriented Programming 1.57 1.45 1.82 1.50 1.31 2.28 1.09 1.34 1.14 1.07 1.64 1.58 0.66
207003 Engineering Mathematics III 1.66 1.33 1.01 1.66 1.64 1.62 1.00
210251 Computer Graphics 1.38 1.83 1.22 1.19 1.19 0.61 0.61 1.21 1.49 1.41
210252 Advanced Data Structures 1.38 1.83 1.22 1.19 1.19 0.61 0.61 1.21 1.49 1.41
210253 Microprocessor 0.45 0.43 0.49 0.38 0.26 0.18 0.24 0.41 0.37
210254 Principles of Programming Languages 0.72 0.72 0.87 0.84 0.87 0.60 0.77 0.72 0.72 0.40
Third Year
310241 Theory of Computation 1.71 1.55 1.39 1.30 1.95 1.95
310242 Database Management System 2.36 1.90 1.78 1.42 2.12 1.39 1.86 1.18
310244 Information Systems and Engineering Economics 1.12 1.75 2.48 1.91 0.95 0.96 1.59 1.68 1.26
310245 Computer Network 2.03 2.04 1.52 1.92 1.78 1.15 1.15 1.20 0.99 1.74 1.34 1.84 1.38 1.14
310250 Design and Analysis of Algorithms 1.91 1.92 1.54 0.97 1.16 1.30 1.97 0.95 0.95 1.94 1.94 0.98
310252 Embedded System and Internet of Things 1.94 1.46 1.27 0.98 1.08 1.14 1.47 0.97 0.97 0.98 1.47 1.47 0.92
310252 System Programming and operating system 1.97 1.48 1.65 1.42 1.89 0.99 1.21 1.91 0.93
310253 Software Engineering and Project Management 1.82 1.37 1.51 1.60 0.92 1.52 0.92 1.21
310253 Software Modeling and Design
1.12 1.42 1.25 1.24 1.00 1.13 1.12 1.14 1.26 1.69 1.28 1.69 1.27 0.83 1.42
310254 Web Technology 1.60 1.22 2.20 1.56 1.58 0.80 0.88 0.85 1.60 1.76 1.08
310255 Seminar and Technical Communications
Final Year
410241 High Performance Computing 1.55 1.50 0.93 0.93 0.93 0.93 1.62
410242 Artificial Intelligence and Robotics 1.30 2.10 2.10 1.30 1.95 0.97 0.97 2.91 0.97 1.94 2.26 2.26 0.95
410243 Data Analytics 1.13 1.77 2.50 0.99 1.91 0.99 0.99 0.98 0.96 0.98 1.91 0.96 2.17 1.97 0.97
410244 Data Mining and Warehousing 1.89 1.41 1.42 1.43 1.27 1.43 1.90 1.89 0.94
410245(A)Distributed System 1.96 1.81 1.63 1.21 2.71 1.36 0.91 1.81 1.81 1.35
410245(D)Mobile Communication 2.10 1.76 0.97 2.16 1.22 2.40
410250 Machine Learning 1.79 1.79 1.39 0.76 1.39 1.38 0.75 1.60 1.82
410251 Information and cyber security 2.43 2.27 1.89 1.58 1.48 1.57 0.90 1.53 2.05 0.78 1.30 1.25
410252 Soft Computing and Optimization Algorithms 1.89 1.15 1.49 1.49 1.49 1.70 1.77 0.83
410253 Cloud Computing 1.65 1.52 1.36 1.02 2.15 0.79 0.71 1.52 1.52 1.14
410248 Project-I 1.88 1.87 1.47 1.72 1.72 1.26 1.26 1.44 1.72 1.72 1.33 1.53 1.42 1.77 1.54
410256 Project-II 1.44 1.76 2.31 1.20 1.29 1.92 0.97 1.92 0.95 0.96 0.96 1.92 2.09 1.93
Average 1.42 1.29 1.25 1.24 1.40 1.21 1.21 1.25 1.11 1.13 1.04 1.07 1.41 1.47 1.11

Table B3.3.1h: PO/PSO Attainment for 2018-19 to 2021-22 Batch (Cycle – 3)

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Overall PO/PSO Attainment for 2018 to 2022 Batch

PO/PSO Attainment: Cycle - 3
PO/PSO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3
Direct 1.42 1.29 1.25 1.24 1.40 1.21 1.21 1.25 1.11 1.13 1.04 1.07 1.41 1.47 1.11
Indirect 2.53 2.60 2.60 2.56 2.61 2.58 2.60 2.56 2.63 2.56 2.50 2.61 2.61 2.55 2.57
Attainment 1.61 1.53 1.46 1.51 1.61 1.51 1.53 1.48 1.44 1.43 1.31 1.36 1.61 1.60 1.32
Target 1.45 1.30 1.25 0.97 1.26 0.97 0.87 1.03 0.79 0.67 0.92 0.87 1.29 1.28 0.92
Gap -0.16 -0.23 -0.21 -0.54 -0.36 -0.54 -0.66 -0.44 -0.65 -0.77 -0.39 -0.49 -0.32 -0.32 -0.40

Table B3.3.1i: PO/PSO Attainment

Figure B3.3.1d: PO/PSO Attainment and Target Values

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4 STUDENTS’ PERFORMANCE (150) (150)

4.1 Enrolment Ratio (20)

Item (Information to be provided 2021- 2020- 2019- 2018- 2017- 2016-17 2015-16
cumulatively for all the shifts with explicit 22 21 20 19 18 (CAYm (CAY
headings, wherever applicable) (CAY) (CAY (CAY (CAY (CAY 5) m6)
m1) m2) m3) m4)
Sanctioned intake of the program(N) 120 120 120 120 120 120 120

Total number of students admitted in first

year minus number of students migrated to 137 142 140 121 122 124 123
other programs/ institutions plus No. of
students migrated to this program (N1)
Number of students admitted in 2nd year in the 17 16 18 16 26 28 26
same batch via lateral entry (N2)
Separate division students, If applicable (N3) - - - - - - -
Total number of students admitted in the 154 158 158 137 149 152 149
programme(N1 + N2 + N3)
Enrolment Ratio= N1/N in (%) 114%
118% 116% 103% 103% 103% 103%

Item
(Students enrolled at the First Year Level on average basis during the previous three Marks
academic years starting from current academic year)
>=90% students enrolled 20

>=80% students enrolled 18

>=70% students enrolled 16

>=60% students enrolled 14

>=50% students enrolled 12

Otherwise 0

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4.2 Success Rate in the stipulated period of the program (40)

4.2.1 Success rate without backlogs in any semester/year of study (25)

SI= (Number of students who have graduated from the program without backlog)/ (Number of students
admitted in the first year of that batch and actually admitted in 2nd year via lateral entry and separate
division, if applicable)

Average SI = Mean of Success Index (SI) for past three batches Success rate

without backlogs in any year of study = 25 × Average SI

Total No of Number of students who have successfully graduated without

Year of entry students backlogs in any semester/ year of study (Wi Backlog means no
admitted in compartment or failures in any semester/ year of study)
the program
(N1 + N2 + I year II year III year IV year
N3)
2021-22 (CAY) 137
14
2020-21 (CAYm1) 158
2
2019-20 (CAYm2) 158 90 108

2018-19 (CAYm3) 137 72 88 88 88

2017-18 (LYG) 149 61 80 77 77

2016-17 (LYGm1) 152 63 76 72 72

2015-16 (LYGm2) 149 42 49 45 45

Table B.4.2

Latest Year of Latest Year of

Graduation, LYG Graduation Latest Year of
Item (2017- minus 1, Graduation minus
18) LYGm1 (2016- 2 LYGm2 (2015-16
17)
X
Number of students admitted in the corresponding
First year + admitted in 2nd year via lateral entry 149.00 152.00 149.00
and separated division, if applicable
Y
Number of students who have graduated without 77.00 72.00 45.00
backlogs in the stipulated period
Success Index [ SI = Y / X ] 0.52 0.47 0.30
Success Rate: Avg. SI *25 = 0.43*25 = 10.77
Table B.4.3

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4.2.2 Success rate with backlog in stipulated period of study (15)

SI= (Number of students who graduated from the program in the stipulated period of course duration)/ (Number
of students admitted in the first year of that batch and actual admitted in 2nd year via lateral entry and separate
division, if applicable)
Average SI = mean of Success Index (SI) for past three batches Success rate = 15 × Average SI

Number of students who have successfully graduated in

Total No of students stipulated period of study) [Total of
admitted in the Backlog + without Backlog]
Year of entry program (N1
I year II year III year IV year
+ N2 + N3)
2021-22 (CAY) 137

2020-21 158 142

(CAYm1)
2019-20 158 131 149
(CAYm2)
2018-19 137 107 119 118 117
(CAYm3)
2017-18 (LYG) 148 114 132 131 120
2016-17 152 103 112 112 109
(LYGm1)
2015-16 149 108 137 133 133
(LYGm2)
Table B.4.4

Latest Year of Latest Year of Latest Year of

Item Graduation, Graduation minus Graduation minus 2
LYG (2017-18) 1, LYGm1 LYGm2
(2016-17) (2015-16
X
Number of students admitted in the corresponding
First year + admitted in 2nd year via lateral entry 149.00 152.00 149.00
and seperated division, if applicable
Y
Number of students who have graduated in the 120.00 114.00 133.00
stipulated period
Success Index [ SI = Y / X ] 0.81 0.75 0.89

Table B.4.5
Average SI = [ (SI1 + SI2 + SI3) / 3]: 0.82

Assessment = [15 * Average SI]: 12.25

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4.3. Academic Performance in Third Year (15)

Academic Performance = 1.5 * Average API (Academic Performance Index)

API = ((Mean of 3rd. 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 Third Year/10)) x (number of successful
students/number of students appeared in the examination)

Successful students are those who are permitted to proceed to the final year.

Academic Performance CAYm3 (2018-19) LYG (2017-18) LYGm1 (2016-17)

Mean of CGPA or mean percentage of all
9.94 7.21 7.64
successful students(X)
Total number of successful students(Y) 123.00 120.00 114.00
Total number of students appeared in the
123.00 120.00 114.00
examination(Z)
API [ X*(Y/Z) ]: 9.94 7.21 7.64
Table B.4.6
Average AP I= [ (AP1 + AP2 + AP3)/3]: 8 . 2 6

Assessment = 1.5*8.26 = 12.39

4. 4 Academic Performance in Second Year (15)

Academic Performance Level = 1.5 * Average API (Academic Performance Index)

API = ((Mean of 2nd 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 Second Year/10)) x (number of successful
students/number of students appeared in the examination) Successful students are those who are
permitted to proceed to the Third year.
Academic Performance CAYm2 (2019- CAYm3 (2018-19) LYG (2017-18)
20)
Mean of CGPA or mean percentage of all
7.58 8.80 7.70
successful students(X)
Total number of successful students (Y) 114 123.00 134
Total number of students appeared in the
114 123.00 148
examination (Z)
API [ X * (Y/Z) ] 7.58 8.80 6.97
Table B.4.7
Average API [ (AP1 + AP2 + AP3)/3]: 7.78

Assessment [ 1.5 * Average API]: 11.67

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4.5 Placement, Higher Studies and Entrepreneurship (40)

Assessment Points = 40 × average placement

Item CAY LYG (2017-18) LYGm1 (2016- LYGm2

2021-22 CAYm1 2020- 17) (2015-16)
21 CAYm1 2019- CAYm1
20 2018-19
Total No of Final Year Students(N) 123 120 114 133
No of students placed in the companies or government
sector(X) 111 114 108 127
No of students admitted to higher studies with valid
qualifying scores (GATE or equivalent State or 02 04 06 03
National Level tests, GRE, GMAT etc.) (Y)
No of students turned entrepreneur in
0 02 00 03
engineering/technology (Z)
x+y+z= 113 120 114 133
Placement Index [ (X+Y+Z)/N ] : 0.92 1 1 1
Table B.4.8

Average Placement [ (P1 + P2 + P3+P4)/4]: 0.98

Assessment [ 40 * Average Placement]: 39.2

4.6 Professional Activities (20)

4. 6.1. Professional societies/chapters and organizing engineering events (5)

Our department runs The Institution of Engineers (India) [IEI] student chapter, Indo Universal Collaboration for
Engineering Education (IUCEE) and Indian Society for Technical Education (ISTE). These are the largest
multi-disciplinary professional bodies of engineers. The Charters endowed the institution with the responsibility
to promote the general advancement of engineering amongst its members and persons attached to the
Institution.
The aim of chapters of our Computer Engineering department is to develop 'Strategy' and 'Implementation Plan'
to deal with technology transition management in the country for rapid absorption, adaptation and assimilation
of technologies.

Objectives
 To facilitate the exchange of information and ideas, amongst the members and the persons attached to
the Institution
 To inculcating and promoting the technical instinct among the students and as a platform for the
technical proceedings

 To get the students more acquainted with the existing technology and to make familiar with the state-of-
art technology.
 To promote the general advancement of engineering their applications.

Outcomes

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AISSMS COE Computer Department Student Chapters provides students with the opportunity to:
 Implement the technical knowledge which they get from guest lecture, workshops and project
exhibitions.
 Enhance their thinking ability and build a leadership quality to pursuit their career growth.

Professional societies/chapters

Sr. Professional Faculty Student Student Faculty

No. societies/chapters Coordinators Coordinators Members Members
1 Institution of A.A.Gupta Akshay Baser
Engineers (India) Ishwari 120 02
(IEI) Chankeshwara
Nikita Jakhete
2 Indo Universal M M Swami Siddhant Patil
Collaboration for Athrva Jamdar 94 05
Engineering
Education (IUCEE)
3 Indian Society for Mr. N. R. Talhar Mr. Sanket Shinde
Technical Ms. Sameedha 141 18
Education (ISTE) More

Indian Society for Technical Education (ISTE) Activities

2021-22

Sr. No. of
Name of the Activity Date of Activity
No. Participants
1 International Youth Day 12 Aug 2021 117
2 International Sign Language Day 23 Sept 2021 96
3 Navratnas of Time Management 31 Oct 2021 120
4 Navy Day Kahoot Quiz 04 Dec 2021 112
5 Indian Army Day 15 Jan 2022 88

Institution of Engineers (India) (IE(I)) Activities

2020-21

Sr. No. of
No Name of the Activity Date of Activity Participants
.
1 Emerging Technology in Engineering(Mr. Rajendra
Prasad,Miss. Sayali Bhandare,Directors Qualitas Techno 3rd sep20 112 SE ,TE
Sol. Pvt. Ltd. Chennai)
2 Renewable Energyconservation 28th DEC 2020 136
3 Software Testing 14 Sepetmber,2020 110
4 Future of Design 24 Aug 2020 140
5 Information Security – Test Data management forstudents 23 May,2020 150
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6 Digital Marketing and Amazon Opportunities 13 October,2020 120

7 Intellectual PropertyRights 5th June2021 135
8 Front End Development 21st May 2021 150
9 Webinar on Career Opportunities in IT and Application of
10 June 2020 155
Data Mining
10 Webinar on Digital Marketing and AmazonOpportunities 13 Oct. 2020 176
11 Seminar on MicrosoftTeam Security 1 Day 21
12 Ethics and Managementin Industry 9th may21 101
13 Workshop on SpringMicroservices 1 Day 141
14 Webinar 26/04/21 143
15 Virtual Industrial Visit 23/02/21 193

2019-20

Name of Activities/Events Participant

Sr. No. Date/ Duration
Numbers
1 Seminar on Python for Data science 04/07/2019 67
2 Seminar on Test Preparation for
52
Higher Education 05-07-2019
3 Expert Lecture on Theory of
Computation 09-09-2019 47
4 Expert Lecture on SCADA
Technology 31-07-2019 45
5 Expert Lecture: Knowledge sharing about SCADA 31st July, 2019 at
and automation. 10:30 am to 11.30 57
am.
6 Seminar on “Knowledge based
Internship” 07-08-2019 67
7 Expert Lecture on Python
Programming 30-08-2019 52
8 Hide n C'K 18-09-2019 46
9 Code Blooded 18-09-2019 54
10 Internet Hunters 18,19-09-2019 20 Groups
11 Mini Hackathon 18,19-09- 2019 20 Groups
12 Science Exhibition 20-09-2019 18 teams
13 Debate Competition Phase I 09-09-2019 SE,TE
14 Debate Competition Phase I 10-09-2019 BE
15 Debate Competition Phase II 11-09-2019 SE,TE,BE
16 Live Demonstration on Penetration Testing 16-08-2019 TE
17 Expert Lecture on Parallel Computing 09-10-2019 50
19 Demonstration Lecture on Debugging Tools 20-12-2019 42
20 Seminar on Internet of Things 07-01-2020 70
21 Motivational Lecture on Positive Thinking 03-01-2020 54
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22 Industrial Visit to GMRT 24-01-2020 65

23 Seminar on Block Chain Technology 04-02-2020 50
24 Alumni Interaction with “Akhilesh Mishra” on
28 -04-2020 BE
Topic “Challenges in this Pandemic Situation”
25 Expert Lecture on “Career in Cyber
08-05-2020
Security” by Alumni Paras Shah 40
26 Alumni Interaction with Mr. Pushpak Kathkhede
on the topic “Campus Interview and Aptitude Test 12-05-2020
45
Preparation”
27 National Level Webinar on “Data 210 Faculties
26-05-2020
Science with Machine Learning” and Students
28 STTP on Digital Transformation 11-13 June 240 faculties and
2020 Students

Student’s Clubs

Sr.
Faculty Number of Student
No Professional Clubs Student Coordinators
Coordinators Members
.
1 Google’s Developer Mr. N R Talhar Harsh Oswal, Lead 21
Student Club India Mr. A J Kadam
(DSC Club India) 1) Ankita Ugale
2) Darshan Tholiya
3) Tejas Arvind Patil
4) Dhanashree Kate
5) Jahnavi Shejul
6) Pratik Pingale
7) Anushka Joshi
8) Neha Agarwal
9) Aashay Bhujbal
10) Roshan kumar
11) Abhishek Mulik
12) Tejas Shinde
13) Omkar Jagtap
14) Amrit Kumar
15) Amaan Khan
16) Sharayu Rasal
17) Jaysheel Dodia
18) Saba Syed
19) Kshitij Bhilare
20) Pranav Hari Jadhav
2 Codigo-Madrid Club Dr. D P 1) Prajwal Wable 60
Gaikwad 2) Sahil Gandhi
Mr. N R Talhar 3) Ajinkya Bhalerao
Mr. A J Kadam 4) Sagar Salvi
Ms A A Gupta 5) Paras Shah
Ms. S S Kolte 6) Pushpak Kathkede
7) Dipesh Desadla
8) Rahul Sharma

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9) Pranav Atre
10) Ajay Indani
11) Prashant Tribhuvan
12) Yogesh Kolape

Google’s Developer Student Club (DSC Club)

About DSC
Google Developer Student Clubs (GDSC) are community groups for college and university students interested
in Google developer technologies. Students from all undergraduate or graduate programs with an interest in
growing as a developer are welcome. By joining a GDSC, students grow their knowledge in a peer-to-peer
learning
environment and build solutions for local businesses and their community. A development club build by
students for students at AISSMS College of Engineering, Pune.

Website

https://dsc-aissmscoe.web.app/

2020-21

Sr. No. of
Name of the Activity Date of Activity
No. Participants
1 DSC Intro-meet 28/09/2020 101
2 Workshop on UX/UI Design and Prototyping 04/10/2020 161
3 Open Source Webinar 20/10/2020 98
4 Roadmap to be a Full Stack Android Developer 22/11/2020 145
5 Android Study Jam –I 06/12/2020 45
6 Android Study Jam -II 27/12/2020 35
7 Android Study Jams- III 16/01/2021 70

Codigo Madrid Club

Objectives of the Club are

 Creating a team for Hackathon
 Mentoring Students for Research Activity
 Expert Lectures from Industry People
 Cracking Coding Interview
 Exposure to the Upcoming Technologies such as AI, Machine Learning and Data Science.

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2021-22

Sr.
Date of No. of
No Name of the Activity Speaker
Activity Participants
.
1 Be placement ready and building 1st June 2021 Mr. Manish Tiwari 76
digital resume Founder and CEO
Mr. Avinash Gawali
2 Workshop on Entrepreneurship 12th March Mr. Akash Gangadhare 121
Development Phases 2022 at
11:00 am
3 An Introduction to the Drone 31th August Prateek Srivastava 124
Ecosystem 2021 Amit Takte
Gaurav Sharma

2020-21

Sr.
Date of No. of
No Name of the Activity Speaker
Activity Participants
.
1 Four day Hands-on Workshop 19/05 to Dept. student 110
on Programming in C++ 22/05/2021 coordinators
2 Financial Nirvana 01/09/2020 Mr. Ashwin Sorte 105
Founder of Vittasampada
3 Digital Transformation 11/06/2020 Mr. Swapnil Pase, 106
Mr. Akshay Shinde,
Mr. Rohit Kukreja,
Mr. Milind Ujalamkar,
Mr. Ashish Singh,
Mr. Prince Arora

2019-20

Sr. Date of No. of

Name of the Activity Speaker
No. Activity Participants
1 Introduction to Machine 24/07/2019 Mr. Shrirang Karandikar 73
Learning (Founder of Algoasylum)
2 Right Choice-Motivational Talk 30/05/2020 Mr. Ashwin Sorte Founder 85
of Vittasampada

2018-19

Lecture Series conducted by Club student

1. Introduction and hands-on on Python Language
2. Basics of C /C++.
3. Registration for Online Coding Platform (Hackerrank, Codechef, HackerEarth)
4. Practice Session & Tests on Online Coding Platform.
5. Experienced Share by placed students.

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Sr. Computer
No. of No. of Student
No Engineering Date of Activity Speakers
Sessions Participants
. Program
1 Shift-1 15 19/02/2018-28/02/2018 Paras Shaha 26
2 Shift-2 15 20/03/2018- Pushpak 30
16/03/2018 Katkhede

No. of Student
Sr.No. Topic Name Date of Activity Conducted By
Participants
1. C++ Syntax 24/09/18 Prajwal Wable 20
2. Loops 25/09/18 Prajwal Wable 18
3. Function and Class 26/09/18 Mangesh Kumar 19
4. Array 27/09/18 Ashutosh Raut 20
5. String 28/09/18 Mohit Patil 17
6. Stack 01/10/18 Mohit Patil 18
7. Queue 03/10/18 Mohit Patil 17
8. Linked List 04/10/18 Mohit Patil 19

Sr. Date of No. of

Name of the Activity Speaker
No. Activity Participants
1 Ethical Hacking 08/09/2018 Mr. Paras Shaha (Google 73
09/09/2018 certified ethical hacker,
CEO of Script-N-Hack)
2 Python Workshop 15/09/2018 Mr. Deepesh 85
16/09/2018 Desalada(python
developer)

NSS Activities (involved the Students of computer Department)

This scheme is under the Ministry of Youth Affairs and Sports, Government of India and NSS cell, Higher and
technical education, Govt. of Maharashtra. Aim of National Service Scheme: Development of personality of
students through Community Service. National Service Scheme (NSS) has been introduced at University of
Pune since 1969 as a part of the academic programs and since then NSS has been functioning as a regular
feature in the realm of our university education. The overall objective of the scheme is educational and service
to the community is the activity through which the objective is sought to be achieved. It is a student-cantered
program in which projects are implemented by the NSS volunteers in the community in close collaboration
with the community and thereby it provides vast scope for the student’s interaction with the people.The cardinal
principle of the NSS program is that it is organized by the students themselves, and both students and teachers
through their combined participation in community service, get a sense of involvement in the tasks of nation
building.

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2021-22

No. of Student
Sr. No. Event Name Event Date Event Venue
Participation
1. Campus Cleanliness Drive 20 August 2021 AISSMS 20
COE
2. Tree Plantation Drive 13 October 2021 AISSMS 09
COE
3. Blood Donation Drive 11 January 2022 AISSMS 12
Management

2020- 21

No. of Student
Sr. No. Event Name Event Date Event Venue
Participation
1. Road Safety Drive 15 August 2020 Pune 07
2. Swachh Bharat Drive 02 October 2020 Kalyan 06
3. Tree Plantation Drive 16 February 2021 Kalyan 07

2019- 20

No. of Student
Sr. No. Event Name Event Date Event Venue
Participation
1. Kolhapur Flood Relief 9 August 2019 to Kolhapur 22
Activity 22 August 2019
2. Science Exhibition 18 September AISSMS 12
2019 COE Pune
3. Yug Foundation 16 October 2019 Vishrantwadi, 04
Distribution Drive Pune

2018- 19

No. of Student
Sr. No. Event Name Event Date Event Venue
Participation
1. Tree Plantation 6 June 2018 Tulapur 22
2. Kargil Vijay Diwas 27 July 2018 AISSMS 12
COE Pune
3. Metro Project 23 October 2018 AISSMS 10
COE Pune
4. Flash Mob 15 January 2019 FTII 10

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Spoken Tutorial Programme

We have IIT Bombay Spoken Tutorials membership for our institute since 2019. It offers Partnership
opportunity to Computer Institutes/Centres to give their learners a range of 75+ relevant Basic and Specialized
Courses. These cover General IT skills, Programming, Web development, Multimedia, Mathematics, Sciences,
Industrial process simulation packages and many more. Institutes can train unlimited students in many courses
along with Certificates. This offered at one nominal annual subscription fee. We have a strong presence at all
the educational places where Skill & High Quality Remote Learning Courses are relevant. We take forward the
power of ICT in Education. Niche Courses offered by IIT Bombay Spoken Tutorials comes in following
exciting packages:
 IT Industry Skill Programs
 Advanced Programming
 Application Development
 Basic Website Development
 Office Automation & Accounting and many more

Couse Registration and Participation

January - June, 2020

Sr. No. Semester Start Date Software Course Participant List Status

1 Jan. 1, 2020 Python - Python 3.4.3 83

2 Jan. 1, 2020 Python - Python 3.4.3 61

3 Jan. 1, 2020 QCad 141

4 Jan. 1, 2020 Scilab 85

January - June, 2019

Sr. No. Semester Start Date Software Course Participant List Status

1 Jan. 1, 2019 Python 9

2 Jan. 1, 2019 C and CPP 76

3 Jan. 1, 2019 C and CPP 67

July - December, 2019

Sr. No. Semester Start Date Software Course Participant List Status

1 July 1, 2019 Python - Python 3.4.3 74

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2 July 1, 2019 Python - Python 3.4.3 65

3 July 1, 2019 Python - Python 3.4.3 136

4 July 1, 2019 C and Cpp 34

5 July 1, 2019 PHP and MySQL 1

6 July 1, 2019 PHP and MySQL 65

4.6.2. Publication of Technical magazines, Newsletters, etc. (5)

Department towards imparting quality education to our students we conduct, various activities like expert
lecture, seminar, workshop and industrial visit, to make teaching process effective. We provide a platform to
our students to participate in many extra-curricular activities through various technical, non- technical contests
for their overall personality development. The objective of the magazine is to provide platform for our students
to augment the technology focus and scope of it. The technical section of this magazine elaborates the
advancement of technology. To fulfil the vision and mission of our department.

4.6.3. Participation in inter-institute events by students of the program of study (10)

A. Events within the state

2019-20

Sr. No. Name of the student Event

1. Swarali Salunke Firodiya Karandak 2020
2. Swarali Salunke Firodiya Karandak 2020

2020-21
Sr. No. Name of the student Event
1. Amir Mukeri cPGCON-2021

2021-22
Name of the
Sr. No. Event Organized by
student
1. Harsh Oswal 4th IEEE International Conference AISSMS IOIT on 09-11 March
on Emerging Smart Computing & 2022
Informatics (IEEE-ESCI 2022)
By
2. Sameedha More Project Competition, IUCEE IUCEE Foundation
Foundation

AISSMS Engineering Today- National Level Technical Symposium

Every year, college organize an Annual Event AISSMS Engineering Today (AISSMS ET). The engineering
students from all over India are invited to exhibit their talents by participating in various competitions, viz.
poster, paper, project, quiz, robotics, programming, model making, debate, design, technical meet, cultural
and sports meet. In the event, 28 technical competitions are organized in collaboration with the industry, which

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sponsors the awards for the competitors.

No. of No. of
Technical Symposium Year Competition Name
Competitions Participants
Quizzlers 60
Technical Paper
13
Presentation
Internet Treasure Hunt 72
Hide & C’k 47
2018-19 8
Code Blooded 61
Battle Zone 30
Mock Interview 27
AISSMS Engineering
Today Science Exhibition 25
(National Level Technical
Symposium) Code Blooded 66
Hide n CK 55
2019-20 4
Mini Hackathon 28

Internet Hunters 94
Internet Treasure Hunt 156
Game Challenge- Place
2021-22 3 144
Station
Code Debugging 68

A. Events outside the state

2019-20

Sr. No. Name of the student/s Event Award

Saurabh Dawkhar Smart India Hackathon-2019 First prize
Shubham Badhe 8-12 July 2019 at IIT, Hyderabad.
Vinaya Salunkhe Ministry of Human Resources and
1
Yadnyesh Kulkarni Development (MHRD), Govt. of
Atharva Reshimwale India, MHRD’s Innovation Cell
Apurva Lonkar

B. Award Received in above participation

2019-20

Sr. No. Name of the student Event Award

1. Swarali Salunke Firodiya Karandak 2020 Second prize for Background Score
2. Swarali Salunke Firodiya Karandak 2020 Consolation prize as female Vocalist
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2020-21

Sr. No. Name of the student Event Award

1. Amir Mukeri cPGCON-2021 Best Research Paper

2021-22

Sr. No. Name of the student Event Award

1. Harsh Oswal 4th IEEE International Conference on Best paper of the session
Emerging Smart Computing & Informatics
(IEEE-ESCI 2022)
By AISSMS IOIT on 09-11 March 2022
2. Sameedha More Project Competition, IUCEE Foundation Recognition of Securing
Excellent position in
project.

AISSMS Engineering Today 2021- Winners

Sr. No. Name of Event with code Name of Winners Prizes

1 Internet Treasure Hunt Jaysheel Dodia Second
(CM1)
2 Game Challenge Prithviraj Gaikwad and Nexus team First
(CM2)
Harsh Oswal Second
3 Code Debugging Jaysheel Dodiya First
(CM3)
Venkatesh Soni Second-1

Ishwari Chankeshwara Second-2

2019-20

Sr. No. Name of the student/s Event Award

Saurabh Dawkhar Smart India Hackathon-2019
Shubham Badhe 8-12 July 2019 at IIT, Hyderabad.
1 Vinaya Salunkhe Ministry of Human Resources and
First prize
Yadnyesh Kulkarni Development (MHRD), Govt. of
Atharva Reshimwale India, MHRD’s Innovation Cell
Apurva Lonkar

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CRITERION 5 Faculty Information and Contributions 200

5.1 Student- Faculty Ratio (SFR) (20)

Date of
University Degree Area of Current
Name PAN No. Receiving
Specialization Designation
Degree
Dr D P ME/M. Techand PhD Machine Associate
ABBPG4427B 08/05/2017
Gaikwad
Learning Professor

Dr M A ME/M. Techand PhD Associate

AJMPP4493R 03/08/2015 Soft
Pradhan
Computing Professor

Cloud Assistant
Mr N RTalhar AEMPT1619L M.E/M.Tech 23/06/2010
Computing Professor

Computer Assistant
Mr A J Kadam APRPK2105G M.E/M.Tech 04/01/2013
Network Professor

ME/M. Techand PhD Computer Associate

Dr S F Sayyed BDHPS2827Q 28/02/2017
Graphics Professor

Dr S V ME/M. Techand PhD Wireless Assistant

AHQPA4838F 15/02/2020
Athawale
Network Professor

Ms A S Assistant
AJIPD1542P M.E/M.Tech 04/05/2015
Deokar Data Mining Professor

Ms S R Machine Assistant
AFBPN9414M M.E/M.Tech 04/10/2011
Nalamwar
Learning Professor

Mrs V A Assistant
AARPW0640H M.E/M.Tech 28/11/2014 Data
Gire(Waykule) Professor
Structure
Assistant
Mr A M Jagtap AJDPJ3289Q M.E/M.Tech 26/11/2015 Web
Technology Professor

Dr D M ME/M. Techand PhD Assistant

ABKPU0570G 30/09/2021 Sensor
Ujlambkar
Network Professor

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Mr S G Assistant
AKEPD0851C M.E/M.Tech 04/08/2012 Ad Hoc
Dhengre
Network Professor

Mrs S J Cloud Assistant

BAOPP9584M M.E/M.Tech 02/05/2011
Pachouly Computing Professor

Ms M M Digital Assistant
CRLPP9707P M.E/M.Tech 10/10/2014
Phadatare
Electronics Professor

Assistant
Mrs B A Patil AIFPC8828D M.E/M.Tech 28/11/2014 System
Professor
Programming

Natural
Assistant
Mrs A Gupta AUKPA1590R M.E/M.Tech 31/05/2014 Language Professor
Processing

Advance
Mr N S Assistant
Devekar AKHPD9628C M.E/M.Tech 07/07/2015 Database Professor
Systems

Mrs S S System Assistant

AYMPD6053E M.E/M.Tech 15/07/2014
Deshmukh Programming Professor

Ms M M Digital Assistant
FWFPS4196K M.E/M.Tech 11/12/2014
Swami
Electronics Professor

Cloud Assistant
Ms S S Kolte CCVPK5326G M.E/M.Tech 26/11/2015
Computing Professor

Computer Assistant
Ms N Rai BHPPR8772M M.E/M.Tech 09/01/2012
Network Professor

Assistant
Mr S S Jadhav ARJPJ4906E M.E/M.Tech 20/10/2016 Web
Technology Professor

Mrs M P Machine Assistant

ATXPD3324L M.E/M.Tech 10/08/2015
Deshmukh Learning Professor

Mrs R S Assistant
BIPPK7619R M.E/M.Tech 10/09/2013 Data Structure

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Dudhmal Professor

Mr P W Assistant
BLBPG2706G M.E/M.Tech 08/08/2017 Image Processing
Gedam Professor

Ms A S Assistant
BFRPB5833F M.E/M.Tech 09/11/2017
Bhosale Software Testing Professor

Mrs V V Computer Assistant

AMVPN2859D M.E/M.Tech 13/12/2014
Navale Network Professor

Ms A S Network Assistant
BLCPG0259H M.E/M.Tech 01/03/2018
Ghorpade Security Professor

Computer Assistant
Mrs S C Pawar BYWPM4772 M.E/M.Tech 26/03/2015
L Network Professor

BE Computer Engineering

CAY CAYm CAYm2

1
Year of
(2021- (2020- (2019-20)
Study 22) 21)
Sanction Actual Sanction Actual Sanction Actual admitted through
Intake admitted Intake admitted Intake lateral entry students
through through
lateral entry lateral entry
students students
2ndYear 120 17 120 16 120 18
3rdYear 120 0 120 0 120 0
4thYear 120 0 120 0 120 0
Sub-
360 17 360 16 360 18
Total

Total 377 376 378

ME Computer Engineering

CAY(2021-22) CAYm1(2020-21) CAYm2(2019-20)

Year of Study
Sanction Intake Sanction Intake Sanction Intake
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1stYear 18 18 18
2ndYear 18 18 18
Total 36 36 36

Description CAY(2021-22) CAYm1(2020-21) CAYm2(2019-20)

Total No .of 413 412 414
Students in the Sum total Sum total Sum total
Department(S) of all(UG+PG)students of all(UG+PG)students of all(UG+PG)students
No. of Faculty
22 F1 22 F2 22 F3
in the
Department(F)

18.77 18.72 18.71

Student Faculty
Ratio(SFR) SFR1=S1/F1 SFR2=S2/F2 SFR3=S3/F3
Average SFR 18.76 SFR=(SFR1+SFR2+SFR3)/3
F=TotalNumberofFacultyMembersintheDepartment(excludingfirstyearfaculty)

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 Total number of contractual faculty in the
department department
CAY(2021- 22 0
22)
CAYm1(20 22 0
20-21)
CAYm2(20 22 0
19-20)

5.2 Faculty Cadre Proportion (25)

Profess Associate Professors Assistant Professors

Year ors
RequiredF1 Available RequiredF2 Available RequiredF3 Available
CAY(2021-22) 2 0 4 3 13 19
CAYm1(2020- 2 0 4 2 13 20
21)
CAYm2(2019- 2 0 4 2 13 20
20)
Average 2.00 0.00 4.00 2.33 13.00 19.67
Numbers
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5.3FacultyQualification (25)

Year X Y F FQ=2.5*[10X+4Y)/F]

CAY(2021-22)
5 17 19.00 15.53

CAYm1(2020-21)
4 18 20.00 14.00

CAYm2(2019-20)
3 19 20.00 13.25

Average Assessment
14.26

5.4Faculty Retention (25)

Description 2020-21 2021-22

No. of Faculty Retained 21 19
Total No. of Faculty 22 22
% of Faculty Retained 95 86

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5.5 Innovations by the faculty in Teaching and Learning (20)

Initiatives in teaching and learning process followed by the department:

GOALS:
In order to improve students’ learning experience aside from traditional classroom teaching, the
department uses novel concepts and their subsequent execution by means of quantifiable programs. The
department will continuously strive to:

 Enrich student learning by innovative practices.

 Develop students’ comprehension and expertise of creative methods and strategies.
 Broaden students’ perspective of emerging technologies and tools in academics, and
contemporary and social issues by innovative strategies.
 Motivate students to innovatively think, formulate and perform through different club activities.

List of initiatives in teaching and learning process followed by the department:

Given below is a listing of some of the noticeable initiatives taken by the faculty of the department.
However, it should not be considered as a conclusive list; but as a part of an open ended process of
continuous improvement.
1. Student Chapter/Club Activities: The department has four professional chapters, as listed below,
which provide a good platform for the students to take active part in the various competitions,
seminars and lectures arranged by the society. The activities help the students to showcase their
talents in terms for team building, communications skills, team work, target work and overall
development in professional activities. One faculty advisor is associated with each student chapter
for mentoring, guidance and overall governance.

i. Codigo Madrid Student Club

ii. IEI Student Chapter
iii. IUCEE Student Chapter
iv. Google DSC India Club

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Student Chapter Activities: Webinar and Expert lectures conducted on Advanced technologies

List of Student Chapters

Sr.No Student Chapter Faculty Advisor
1. Codigo-Madrid Club Dr. D.P.Gaikwad
2. IEI Student Chapter A.A.Gupta
3. IUCEE student Chapter M. M.Swami
4. DSC Club Dr. D.P.Gaikwad

Outcome: Enrich students learning skills like communication, presentation, leadership etc.

2. Virtual labs: In certain labs like the Digital Electronics lab, some relevant experiments are
conducted online on web browsers with the help of simulators. Such online facilities are called as
virtual labs (http://www.vlab.co.in/), and are a part of an excellent innovative initiative taken by the
MHRD of India.

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Fig: Virtual Lab used to explain assignments to students

Outcome: Improve students’ understanding and learning.

3. Use of Animations/ Mini projects/PPTs/CASE studies/notes: The department has simulation for
IOT mini-projects and digital electronics. Department also has license softwares for developing
application softwares. Some faculty members develop applications as well as mini projects with the
help of students. All the classrooms are well-equipped with high quality projectors ready for use
any time.

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Fig: Simulators and PPTs used by faculties

Fig: Working model

Outcome: Improve students’ understanding and learning

4. E content on Google Classroom and YouTube Channel: Faculty have also created their
own Google classrooms and YouTube channels where they upload study material relevant
to their own subjects. The links are shared with the students and the contents are openly
accessed by all students. Faculties used google classrooms for giving assignments and
taking online submission during pandemic.

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Fig: Assignments and Study material uploaded on Google Classroom

Outcome: Improve students’ understanding and learning

Fig: YouTube channel of faculty

Outcome: It contributes to students’ knowledge and opportunity for self-study.

5. Classroom quiz sessions: These help in creating interest by breaking monotony of regular classes
while enhancing the learning experience during pandemic

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Outcome: Subject knowledge enhancement

6. Students Symposium: The department conducts Engineering Today (BITS N BYTES), an

annual national level student symposium, in the month of September every year to encourage the
students organizing and participating in various events to enhance their skills. The institute also
conducts science exhibition where the projects are exhibited to SE and TE students as well as to
students invited from nearby schools.

“Mini Hackathon”,

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Engineering Today (Bits n Bytes)

Outcome: Improving skills so that they can participate in more events.

7. Industry Visits:
Students are exposed to latest developments through regular visits to industry. Faculties organize
industrial visits under One Faculty One Industry Programme.

Industrial Visits (field visit & Virtual visit)

Outcome: It contributes to students’ knowledge and opportunity for self-study
8. Project Based Learning:
PBL has been introduced for SE students with the goal of motivating students to learn by working
cooperatively in groups to solve a social problem. PBL is a student- centric pedagogy that employs a
dynamic classroom approach in which students gain a deeper understanding through active exploration of
real-world challenges and problems. Students gain knowledge about a subject by investigating and
responding to a complex question, challenge, or problem over time. It is an inquiry-based and active
learning style. Faculties are assigned as mentor to each project group. The role of faculty is to motivate
students to exploration of real-world challenges and problems, provide the guidance related to project
development

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Outcome: Students can complete projects and develop expertise of creative methods.

9. Cutting-edge initiative: Today’s education system is rapidly evolving in order to introduce new
teaching techniques and strategies that promote a culture of diversity and inclusion. Similarly, each
teacher has a distinct teaching style. However, all teachers have the same goal: to instill a love of
learning in their students. Department have a few Cutting- edge initiatives as given below that use
modern technology
 Avishkar
 Hackathon
 Unnat Bharat Abhiyan

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5.6 FacultyasparticipantsinFacultydevelopment/trainingactivities/STTPs

Max 5 per faculty

Sr CAY CAY CAYm1
Name
No (2021-22) (2020-21) (2019-20)
1 Dr D P Gaikwad 05 05 05
2 Dr M A Pradhan 05 05 05
3 Mr N R Talhar 05 05 05
4 Mr A J Kadam 05 05 05
5 Dr S F Sayyed 05 05 05
6 Dr S V Athawale 05 05 05
7 Ms A S Deokar 05 05 05
8 Ms S R Nalamwar 05 05 05

9 Mrs V A Gire(Waykule) 05 05 05

10 Mr A M Jagtap 05 05 05
11 Dr D M Ujlambkar 05 05 05
12 Mr S G Dhengre 05 05 05

13 Mrs S J Pachouly 05 05 05

14 Ms M M Phadatare 05 05 05
15 Mrs B APatil 05 05 05
16 Mrs A Gupta 05 05 05

17 Mr N S Devekar 05 05 05
18 Mrs S S Deshmukh 05 05 05

19 Ms M M Swami 05 05 05
20 Ms S S Kolte 05 05 05
21 Ms N Rai 05 05 05
22 Mr S S Jadhav 05 05 05
23 Mrs M P Deshmukh 05 05 05

24 Mrs R S Dudhmal 05 05 05

25 Mr P W Gedam 05 05 05
26 Ms A S Bhosale 05 05 05
27 Mrs V V Navale 05 05 05

28 Ms A S Ghorpade 05 05 05
29 Mrs S C Pawar 05 05 05

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5.7 Research and Development (30)

5.7.1. Academic Research (10)

Academic research includes research paper publications, Ph.D. guidance, and faculty
receiving Ph.D. during the assessment period.
Number of PhD awarded in assessment years : 02

Name of the Details of Year in which University

Faculty Faculty PhD awarded
Dr. S.V.Athawale Assistant February 2020 Sant Gadge Baba Amravati University
Professor
Dr. D.M.Ujlambkar Assistant September 2021 Swami Ramanand Teerth Marathwada
Professor University

Number of quality publications in refereed/SCI Journals/Patents/Books/chapters

Sr CAY CAYm1 CAYm2

No Name of Faculty (2021-22) (2020-21) (2019-20)
1 Dr. D P Gaikwad 06 05 06
2 Dr. M A Pradhan 05 04 02
3 Mr. N R Talhar 02 02 01
4 Mr. A J Kadam 02 03 04
5 Dr. S F Sayyed 04 03 05
6 Dr. S V Athawale 10 03 02
7 Ms. A S Deokar 02 02 02
8 Ms. S R Nalamwar 02 04 03

9 Mrs. V A Gire(Waykule) 04 02 01

10 Mr. A M Jagtap 02 02 02
11 Dr. D M Ujlambkar 03 04 03
12 Mr. S G Dhengre 03 04 02

13 Mrs. S J Pachouly 03 03 02

14 Ms. M M Phadatare 03 03 01
15 Mrs. B A Patil 02 01 02
16 Mrs. A Gupta 01 03 02
17 Mr. N S Devekar 00 01 01
18 Mrs. S S Deshmukh 05 05 05

19 Ms. M M Swami 02 03 03
20 Ms. S S Kolte 04 02 02
21 Ms. N A Rai 02 00 00
22 Mr. S S Jadhav 04 01 02
23 Mrs. R SDudhmal 01 01 01

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24 Ms. A S Ghorpade 00 00 01

Citation Details:
Sr Name of the Faculty CAY CAY CAYm1
No (2021-22) (2020-21) (2019-20)
1 Dr. D.P.Gaikwad 362 285 201
2 Dr. M A Pradhan 142 136 57
3 N R Talhar 94 66 48
4 A J Kadam 74 50 49
5 Dr. S F Sayyad 10 9 9
6 Dr. S V Athawale 332 161 130
7 S R Nalamwar 1 1 1
8 V VWaykule 70 55 35
9 A M Jagtap 2 2 2
10 Dr. D M Ujalambkar 5 5 5
11 S G Dhengre 31 14 14
12 S J Pachouly 9 9 8
13 M M Phadatare 7 5 5
14 B A Patil 17 17 17
15 S S Jadhav 1 1 1
16 M M Swami 3 3 3
17 S. S. Kolte 2 2 1

List of Publications:
CAY 2021-22

SN Title of paper Author Name of journal ISBN /ISSN

1. Prediction of Chronic Kidney

International Journal
ISSN NO:
Disease Using Convolution Dr Madhavi
Pradhan of Research ISSN 2236-
Neural Network
6124

2.
Personality prediction based on social S. G. International journal ISSN (O)
media user behaviour Dhengre for research & 2349-3585
development
intechnology

3. Support Vector Regression for

Mobile Target Localization in Dr S V MDPI Sensors 1424-8220
Indoor Environments Athawale

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4. Plant Leaf Disease Detection using

Inception Resnet V2 -CNN VV 2581-5425
Wayukule International Journal o
f Advanced Research
in Science,
Communication and
Technology
(IJARSCT)

5. Study on Corrosion Properties of

Epoxy Polymer Composite Coating Dr S F Design Engineering 0011-9342
for Marine Application Sayyad

6.
A Comparative Study of the Dr S F Asian Journal of Online:
Performance Appraisal Systems of Sayyad Organic & Medicinal 2456-8937
India's Public and Chemistry

Private Sector Banks

7.
The Movie Recommendation on M M Swami IJARSCT, 2581-
System using Content Based Filtering
with TF-IDF-Vectorization and 9429
Levenshtein Distance

8.
A Chatbot for Medical purpose using A S Deokar ISSN:2278-
Deep learning International Journal o 0181
fEngg. Research and
Technology,Volume
10, Issue 5,

9
Designing of application for detection A S Deokar International Research ISSN 2395-
of face mask and social distancing Journal of Engineering 0056
during covid-19 using CNN and Yolo and Technology,
v3 Volume 9, Issue 1

10
Stubble Aggregation : An E- A S Dokar International Research 2395-0056
Commerce Website Journal of Engineering
and
Technology,Volume:
09 Issue: 03

NBA SAR Computer Engineering 148

AISSMS College of Engineering

11
SR International Research e-ISSN:
X-Ray Image Enhancement Using Nalamwar Journal of Engineering 2395-0056
CLAHE Method and Technology
(IRJET) p-ISSN:
2395-0072

12
SR International ISSN: 2395-
Prediction of Autism Spectrum Nalamwar Research Journal 0056
Disorder using Depp Learning: of Engineering and
Survey Technology

13 Petroleum Science and

Dr D P Technology 1437-1461
Prediction of spark ignition engine Gaiikwad
performance with bio ethanol-gasoline
mixes using a multilayer perception
model

14 IJASRET
S.S.Kolte ISSN
Online fake review detection based on (Online)
multiple feature using machine 2456-0774
learning techniques

15 S.S.Kolte IJRASET ISSN: 2321-9653

Genius – Personal Assistant

CAYm1 2020-21
SN Title of paper Author Name of journal ISBN /ISSN

1. Detection of Malaria Parasite in Dr D P Gaikwad Solid State ISSN 0038-

Blood Using Deep Learning Technology 111X

2 Dr D P Gaikwad International Journal e-ISSN:

of Engineering 2278-7461,
Instance Segmentation of Lung
Inventions. p-ISSN:
Infection of Coronavirus in CT
2319-6491
scan Lungs
Volume 9,
Issue

3. Dr D P Gaikwad Journal of Network -ISSN:

Parkinson Detection using Image
Security Computer (2581-639X)
Convolutional Neural Network and
Networks Volume-6,
Transfer Learning
Issue-3

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4. Dr D P Gaikwad Journal of Vol.10. No.1,

Environmental 001-010. . E-
Efficient Alphabetic Text-based Science, Computer ISSN: 2278–
Tree Indexing,” Science and 179X
Engineering &
Technology

5. Support Vector machine and Dr D P Gaikwad manager’s Journal on ISSN: 2214

Principal Component Analysis for Software Engineering -7853
Intrusion Detection System
Machine

6. Intrusion Detection System Using Dr D P Gaikwad International Journal Vol.9, No.2,

Ensemble of Decision Trees and of Information pp.104-113
Genetic Search Algorithm as a Security Science,.9
Feature Selector

7. Intrusion Detection System Using Dr D P Gaikwad International 10.5815/ijcni

Ensemble of Rule Learners and Journal of Computer s.2021.04.03
First Search Algorithm as Feature Network and
Selectors Information Security

8. Dr S V IJAEMA Why 0886-9367

Athawale Choose Us 1674-862X
International Journal
An intermediate security service of Advances in
Engineering and
Management

9. Dr S V Journal of 0022-1945
Better course
Athawale Interdisciplinary Cycle
RECOMMENDATION SYSTEM
Research (JICR)

10 Dr M A Pradhan International Journal 2321-9653

for Research in
Open Banking using Voice Enabled
Applied Science and
Personal Assistants
Engineering
Technology IJRASET

11 Dr M A Pradhan Springer 1674-862X

Fake news detection

12 A.S.Deokar International Journal ISSN No:-

Dermatological Disorder Detection
of Innovative Science 2456-2165
Using Machine Learning
and Research

13 A.S.Deokar Iconic Research And ISSN No:-

IoT Trash Bin Engineering Journals 2456-8880

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14 Review on Techniques of M.M.Phadatare IJRASET ISSN: 2321-9653

Incremental Mining of High Utility
Patterns

15 M.M.Phadatare International Research ISSN: 2395-0056

A Survey on Bridge Health
Journal for Engineering and
Monitoring Systems
Technology

16. .Closed Domain Question M.M.Swami IRJEIT e-ISSN: 2395

Answering and Automatic Slide
Generation using Natural Language
Processing

17. M.M.Swami IRJEIT ISSN No: 25

Closed Domain Question Answering, Text
Summarization and Automatic Slide
Generation using Natural Language
Processing

18. S.S.Kolte Journal of Education

and Special Education

Efficient Alphabetic Text-based
Technology
Tree Indexing
(JESET)

19 Automated unit test cases S.S.Kolte IRJET 2395-0056

generation using machine learning

20 N.A.Rai International Journal ISSN No 2349-

For Research And

Face Mask Detection
Using Deep Learning Development in

Technology (IJRDT)

21 N.A.Rai International Journal ISSN No 2349-

For Research And

Face Mask Detection
Using Deep Learning Development in

Technology (IJRDT)

CAYm2 2019-20

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SN Title of paper Author Name of journal ISBN /ISSN

1 Ensemble of Rule Learner and Dr D P Gaikwad International Journal ISSN: 2249 –

Sequential Minimum Optimization of Engineering and 8958,
Algorithm for Intrusion Detection Advanced Technology Volume-9
System (IJEAT), Issue-2,

2. Performance of Multilayer S SVadgeri Journal of Emerging ISSN NO.

Perceptron Based Sentiment Technologies and 2349-5262,
Analysis on Hyper Parameters and Innovative Research. Page No:
optimizers 408-416

3. Enabling authentication and Access SumedhDhengre International Journal ISSN: 2582-

Control-Based For Multidisciplinary 2160
Data Sharing with personal Research (IJFMR)
Information Hiding for
Secure Cloud Storage

4. Bhakti Patil, International Journal ISSN (O) :-

Intelligent Agriculture System With VedantDigraskar For Research & 2349-3585
Crop Selection Using IOT ,Vikas Agarwal, Development In
Amit Deokar Technology

5. A S Deokar International Journal ISSN: 2393-

of Research In 9028 , ISSN:
Dermatological Disorder Detection
Electronics And 2348-2281
Through Machine Learning
Computer Engineering
(IJRECE)

6. NATURAL DISASTER Mr. A. J. Kadam Journal of Emerging ISSN : 2349-

MONITORING ALERT USING Technologies and 5162
IOT Innovative Research

7. Mr. A.J.Kadam International Journal ISSN 2349-

EARLY STAGE DISEASE
of Research and 5138
DETECTION SYSTEMs
Analytical Reviews

8. Mrs. M. M. International Journal ISSN: 2321-

Swami for Research in 9653
Sentiment Analysis using Three Applied Science &
different Algorithms Engineering
Technology
(IJRASET)

9. Energy saving cluster based S S Jadhav Green Energy ISBN-978-

approach for load balancing in Technology for 81-924990-7-
WSN" Sustainable 9 IeI (India)
Environment)

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10 S R Nalamwar National conference

on computational
Prediction of cardiovascular disease Intelligence and
using Deep Learning Automation NCCIA

(b) Number of books/book chapter published:

CAYm1 2020-21
SN Title of Book Author Name of Publisher ISBN /ISSN

1.
Computer Graphics Dr. S. F. TechKnowledge 978-93-
Sayyad 89889-54-3
CAYm2 2019-20
SN Title of Book Author Name of ISBN /ISSN
Publisher

1. Theory and Applications of Dr D P Springer Nature ISBN 978-93-

Mathematical Science, Gaiikwad 89562-12-5,
DOI:10.9734/bp
i/tams/v1.Vol.
No.1,

2 ISBN 978-93-
Theory and Applications of Dr D P Springer Nature 89562-12-5,
Mathematical Science, Gaiikwad DOI:10.9734/bp
i/tams/v1.Vol.
No.1,

3 Software Testing : 180+ Most ASIN :

Frequently asked Interview Dr.S.V. Jeto Max B08718PM52
Questions with Answers Athawale Publishers

4 Technical Interview Programs for ASIN :

Core and Advance Java Dr.S.V. Jeto Max B085WVY1TV
Athawale Publishers

5 Python Interview Questions with ASIN :

Answers Dr.S.V. Jeto Max B085WTVR6Q
Athawale Publishers

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6 Robotic Process Automation ASIN :

Dr.S.V. Jeto Max B085XJPZ2X
Athawale Publishers

7 7 Ways to Create Your Own ASIN :

Success Dr.S.V. Jeto Max B087JL65DP
Athawale Publishers

(c) Patents Published:

Name
Sr Indian/ Date of filing Application Present
Title of the patent Of
No Other of patent No status
Faculty
Velocity and acceleration Dr S F Sayyad Indian 2020 201921024416 Published
1 analysis of four bar chain Dated
mechanism graphically 31/01/2020
Dr S F Sayyad Indian patent Journal 3
Dated
2020 granted
2 Smart Washroom System 14/10/2020
Patent No
2020102315
Method and System for Dr S F Sayyad Indian Dated Patent Journal No granted
3 Managing Social Distancing 07/08/2020 32/2020
2020
A method and system for Dr S F Sayyad Australian Australian Patent granted
saving water using water level Journal No 34/39
Dated
4 indicator and smart limiter Patent No
24/08/2021
water level indicator and smart 2021106694
limiter
Dr S F Sayyad Australian Australian Patent granted
Method and system for Dated Journal No 34/39
5
managing social distancing 14/10/2020 Patent No
2020102319

(d) Copyrights:

S. Name of the Class of Registration

Diary Number Work Title Status
N Faculty Work Date

1.

Number of PhD holders in the department: 05

Name of the Faculty Year in which PhD

completed
Dr. D.P.Gaikwad February 2016
Dr. M.A.Pradhan August 2015

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Dr. S.F.Sayyad February 2016

Dr. S.V.Athawale February 2020
Dr. D.M.Ujlambkar September 2021

5.7.2 Sponsored Research (5) 0 Marks

5.7.3 Development activities (10) 7 Marks

 Product Development:faculties guide students for product development

Fig : Air pollution detection system dedeveloped by students and faculty

Fig: Brigde health monitoring system developed by students and faculty

 Research laboratories:
PG & Research Computer Laboratory:

The objective of this lab is to motivate and encourage students to do their major and mini project.
This lab provides a place where the students can make projects while working in groups and as
an individual.Laboratory equipped with all facilities required for the project work like advance
softwares and high performance i7 PCs. All PCs having internet connection and Wi-Fi facility is
also provided in a Lab. It is maintained by the respective Lab Assistant under the guidance of
Lab In chargeThe project laboratory of the department offers the opportunity to gain valuable
NBA SAR Computer Engineering 155
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hands-on experience where students become proficient in Technical Training, Mathematical
Skills, Problem-Solving, Decision-Making skills etc needed in the field of Computer
Engineering. The Project Laboratory has a key role in promoting practical learning experience,
where students develop creative proposals and execute their final projects. For this reason, the
Department of Computer Engineering has a separate Project laboratory within its premises.
Professional personnel are always available to give help and support to students in projects and
Experiments.Hence a free access policy beyond the regular lab hours in a safe and secure
Facilities and Utilizations is available

Lab Name Lab No Hardware Software

PG & Research 227 No of PC- 20 Operating Licence Open Source

Lab System- Software- Software
Lenovo Edge 73
Windows 10 1.Matlab
Python
Intel core i7
2.Turnitin
Eclipse
8GB
3.Rational
Anaconda
Rose
Weka

MySQL

MongoDB

 Instructional materials:
Faculty members have created Lab Manuals for each subject which help students to perform
practical during Laboratory hours.

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 Working models & charts:

(1) Charts prepared by faculty members are displayed in the respective laboratory.

(2) Knowledge wall flex boards are displayed outside each laboratory.

5.7.4 Consultancy (from Industry) (5) 0 Marks

(Provide a list with Project Title, Funding Agency, Amount and Duration)

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5.8 Faculty Performance Appraisal and Development System (FPADS) (30)

The college has following appraisal and development schemes for faculty:

(1) Performance based appraisal scheme (PBAS): The college has well defined faculty appraisal
system. The PBAS details are submitted by each faculty at the end of each semester. The performance
is assessed by Head of department as well as Head of the institution. The faculty feedback is also
collected from the students at mid and end of the semester. The feedback is assessed by Head of the
department and appropriate feedback/suggestions are given to the faculty for the improvement.

(2) Best Teacher award: The applications are invited from the faculty members are invited at the institute
every year. The applications are scrutinized and assessed by the panel of experts/committee on the
basis of academic performance, research activities and contribution at institute level. The top scoring
faculty is awarded as best teacher with Cash prize and certificate.

 Fig: Faculty Appreciation Letter

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Fig: Faculty Appreciation by Head of Department

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(1) Recognition of Excellence award: The faculty members completing PhD and significant
contribution in academics are awarded by the AISSMS Society every year with Recognition of
excellence award with memento and certificate on the occasion of Shahu Jayanti.

(2) Research Promotion Scheme: The institute has research promotion scheme which encourage the
faculty to undertake research projects, consultancy work and training programs. The faculty involved
is awarded with appropriate amount as per the policy decided at the institution level.

(3) Support for Higher Studies: The faculty members pursuing higher studies are awarded with financial
assistance of Rs.1 lakh or One-month study leave as per the choice of the faculty. The faculty member
is permitted to carry out research studies by adjusting the teaching load in the morning slot and rest
of the time can be utilized for study.

(4) Financial assistance for attending FDP/QIP/STTP/International Conferences: The faculty

member is permitted on duty leave to attend the respective quality improvement program. The
financial assistance is provided for payment of registration fees, travel fare and accommodation.

The contents of the self-appraisal are mentioned below:

i. Steps taken to advance technical knowledge

ii. Research contribution & other publications
iii. Capacity to guide research UG/PG/Ph.D.
iv. Development work in the Lab/Workshop
v. Contributions to the Department/College
vi. Additional information related to their academic excellence. Any other

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All India Shri Shivaji Memorial Society’s

College of Engineering, Pune – 1.

Internal Quality Assurance Cell (IQAC)

PBAS Proforma
(Year 2020-21) Semester – I

PART A : GENERAL INFORMATION AND ACADEMIC BACKGROUND

1. Name (in Block Letters) :-

2. Father's Name / Mother's Name :-

3. Department :-

4. Current Designation & Grade Pay :-

5. Date of last Promotion :- NIL

6. Address for correspondence (with Pincode) :-

7. Permanent Address (with Pincode) :-

8. Telephone No:- Email:-

9. Whether acquired any degree or academic qualification during the year

NIL

10. Academic college Orientation / refresher Course attended during year

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5.9 Visiting/Adjunct/Emeritus Faculty etc.

Sr.No. Visiting Faculty Designation Contents Year Duration

(Hrs)
1. Shruti Purandare Adjunct Faculty Campus to Corporate 2021-22 72 hrs
Readiness Program
2. Jay Prakash Adjunct Faculty Campus to Corporate 2021-22
Readiness Program
3. Sagar Deshmukh Adjunct Faculty Campus to Corporate 2019-20 72hrs
Readiness Program
4. Miss. M.Tapadia Adjunct Faculty Campus to Corporate 2019-20
Readiness Program

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CRITERION 6 FACILITIES AND TECHNICAL SUPPORT 80

6.1 Adequate and Well Equipped and Manpower (30)

Weekly Technical Manpower support

utilization
status (all Name of the
Sr. No. of
Name of the technical
No. students per Name of the
the Laboratory courses staff
setup Important
for which Designation Qualification
(Batch Size) equipment
the lab is
utilized)
1 Linux 20 PC, Printer, 95% Mr. Jitendra Laboratory Diploma
Laboratory UPS, switch, Mohite Assistant
(115) speaker
2 Computer 20 PC, Printer, 95% Mr. Jitendra Laboratory Diploma
Network UPS, switch, Mohite Assistant
Laboratory speaker
(116)
3 Computer 20 PC, Printer, 90% Mr. Jitendra Laboratory Diploma
Design UPS, Web Mohite Assistant
Laboratory Cam, switch,
(120) speaker
4 Computer 20 PC, Printer, 100% Mr. Vinayak Laboratory
software UPS, switch, Unune Assistant Diploma
Laboratory speaker
(121)
5 Microprocesso 20 PC, Printer, 60% Mr. Prasad Laboratory Diploma
r Laboratory UPS, switch, Mulay Assistant
(101) speaker
6 Digital & 20 PC, Printer, 80% Mr. Prasad Laboratory Diploma
Hardware UPS, switch, Mulay Assistant
Laboratory speaker
(102)
7 Multimedia 20 PC, Printer, 95% Mr. Vinayak Laboratory
Laboratory UPS, switch, Unune Assistant Diploma
(119) speaker
8 4 PC, Printer, 100% Mr. Prasad Laboratory Diploma
UPS, switch, Mulay Assistant
Project speaker
Laboratory
(227)

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6.2 Additional facilities created for improving the quality of learning experience in laboratories (25)
Total Marks 20.00

Areas in which Relevanc

Facility Reason(s) for students’ are e to
Sr.No Details Utilization
Name creating facility expected to have POs/PSO
enhanced learning s
1 Provide all Practical Guidance
PO7,PO9,
Lab manual practical Lab Students All subjects
PO10
Manual to student
2 Created by To make students
Technical PO7,PO1
Videos faculties aware of Latest Students
Knowledge 0,PO12
technology
3 Knowledge Subject Model Basic idea of subject Basic Knowledge PO7,PO8,
Student
Wall of subjects PO12
4 Keep in For availing students
touch with the environment of
Virtual Lab Student Digital Electronics PO5,PO6
latest Digital Board
Technology.
5 For availing students
Digital
Digital Simulator the environment of Student Digital Electronics PO5,PO6
Simulator
Digital Board
6 For showing
Steganograp
S-Tools students the process Student Network Security PO5,PO6
hy Software
of Steganography
7 Open Source To familiarize
Blender Software student with Student Computer Graphics PO5
Animation tool
8 Open Source Tinkercad is an
On-Line Software easy-to-use
Internet of Things PO 5
Simulator 3D design tool for Student
IoT
9. Plagiarism Turnitin is an
Checker originality checking Student and
Turnitin Project Work PO5
and plagiarism Faculties
prevention service
10 LCD Epson and Hitachi Presentation Student and PO1,PO2,
Seminar
projector Faculties PO3
11. Internet Ethernet/Wi-Fi Providing high Student and Project, Seminar, PO5,PO6,
Facility speed connectivity Faculties Subjects PO7
12 Centre of Basic and advance
providing
excellence in the level
Industrial
Automation field of robotics Training.
Exposure to Hardware Related PO5
Anywhere and automation is
the Students Project
established in
and faculties
college
13 Reference Books, Resources for
Department Student and Knowledge PO7,PO8,
Journals etc. teaching and
Library Faculties Improvement PO12
learning

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6.3 Laboratories: Maintenance and overall ambiance (10) Total Marks 10.00

 The computer laboratories are allotted to the students as per their curriculum requirement of SPPU.
Respective program coordinator prepares the schedules for allocating the computer labs to the students
as per the timetables.
 The student-computer ratio is 1:1.
 The maintenance of computer lab is taken care of by laboratory In-charge with Laboratory Assistant and
the system administrators take care of the repairs and maintenance of all computers.
 All out dated and under configured computers are disposed by standard procedure.
 Additional requirements, if needed are processed through Governing body as per the proposal raised by
the concerned Head of Department during the budget proposal.
 Laboratory facilities are utilized by the students for their project work.
 Stock register is maintained and updated regularly.
 Student entry register is maintained.
 Only safe, secure, authentic & trusted web sites are accessed.
 Stock verification and inspection is carried out by the department at the end of the Academic Year. Also,
inter-institute stock audit is carried out regularly.
 Hardware maintenance is done by third party maintenance. The details of the third party are as below.

2019-20 Laser Art’s, Pune Maintained by Mr. Vishal Patil

2020-21 Rutika Enterprises pvt Ltd Pune, Maintained by Mr. Sumit Kale
2022-23 Venture Tech, Pune Maintained by Mr. Santosh Dadtale

Ambience in the Department:

Each Laboratory is designed to provide the ambience required for implementing the teaching-learning process
effectively. The laboratories are spacious, airy and exhibit an ergonomic design, affording an excellent learning
experience to students. All the laboratories have a single entry & exit facing on to the central corridor. Boards
containing quotes of renowned personalities and technical information are displayed at appropriate locations
within the laboratory.
 Necessary working tables, chairs/stools provided for the comfort of students are maintained in good
condition.
 Proper ventilation/air circulation is provided in each laboratory. Windows provide excellent air
circulation which is supported by several ceiling fans.
 Ambient lighting assisted by fluorescent tubes provides adequate lighting. Curtains are provided in each
laboratory for windows to ensure good visibility.
 The labs are always kept clean, neat and tidy. They are cleaned by the housekeeping staff every day. The
overall ambience and maintenance of each laboratory is very good. Housekeeping time table is provided
to the attendant and is maintained in each laboratory.

6.4 Project laboratories (5)

Implementation plays an important role in the educational experience and provides practical skills to students.
The objective of this lab is to motivate and encourage students to do their major and mini project. This lab
provides a place where the students can make projects while working in groups and as an individual.
Laboratory equipped with all facilities required for the project work like advance softwares and high
performance i7 PCs. All PCs having internet connection and Wi-Fi facility is also provided in a Lab. It is
maintained by the respective Lab Assistant under the guidance of Lab In charge. Hardware maintenance is done

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by third party maintenance.

The project laboratory of the department offers the opportunity to gain valuable hands-on experience where
students become proficient in Technical Training, Mathematical Skills, Problem-Solving, Decision-Making
skills etc needed in the field of Computer Engineering. The Project Laboratory has a key role in promoting
practical learning experience, where students develop creative proposals and execute their final projects. For
this reason, the Department of Computer Engineering has a separate Project laboratory within its premises.
Professional personnel are always available to give help and support to students in projects and Experiments.
Hence a free access policy beyond the regular lab hours in a safe and secure Facilities and Utilizations is
available:

S.No. Name of the Facilities Utilization

1. Turbo C 3.0, 6th,7th , 8th semester students, Research scholars and Faculty.
2. Java SE Development Kit Microsoft 6th,7th , 8th semester students, Research scholars and Faculty
Visual Studio ,
3. My Eclipse, Net beans IDE 6th,7th , 8th semester students, Research scholars and Faculty
4. My Sql, 6th,7th , 8th semester students, Research scholars and Faculty
5. Microsoft Office professional , 6th,7th , 8th semester students, Research scholars and Faculty
Adobe Reader
6. Fedora , Red Hat Linux 6th,7th , 8th semester students, Research scholars and Faculty
7. Apache Tomcat 6th,7th , 8th semester students, Research scholars and Faculty

Specification: Lenovo Edge 73-Intel core I7,8GB RAM

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6.5 Safety measures in laboratories (10) Total Marks 10.00

Sr. No. Name of the Laboratory Safety measures

1. Fire Extinguisher , UPS Anti-virus, First Aid Box, Earthing, Firewall,

Linux Laboratory
Sanitizer
2. Computer Network Laboratory Fire Extinguisher , UPS, Earthing, Firewall, Sanitizer
3. Computer Design Laboratory Fire Extinguisher , UPS, Earthing, , Firewall, Sanitizer

4 Computer software Laboratory Fire Extinguisher , UPS, Firewall, Earthing, Firewall, Sanitizer
5 Microprocessor Laboratory Fire Extinguisher , UPS, Antivirus, Earthing, Firewall, Sanitizer

6 Digital & Hardware Laboratory Fire Extinguisher , UPS, Antivirus, Earthing, Firewall, Sanitizer
7 Multimedia Laboratory Fire Extinguisher , UPS, Antivirus, Earthing, Firewall, Sanitizer

8 Fundamental Laboratory Fire Extinguisher , UPS, Antivirus, First Aid Box, Earthing, Firewall,
Sanitizer
9 Project Lab Fire Extinguisher , UPS, Antivirus, Earthing, Firewall, Sanitizer

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CRITERION 7 CONTINUOUS IMPROVEMENT (50)

Cycle -1
2019-2020

POs Target Attainment

Level Level Observations

PO1: Engineering Knowledge (Apply the knowledge of mathematics, science, engineering fundamentals,
and an engineering specialization to the solution of complex engineering problems.)
Attainment is 91.06 % of target value. The courses which need
attention are Discrete Mathematics Computer Organization and
Architecture, Engineering Mathematics III, Theory of
Computation

1. Students find it difficult to apply theoretical concepts to

PO1 1.6 1.46 practical problems.
2. Students find it difficult to apply engineering fundamentals to
solve complex engineering problems.
3. Students find it difficult to apply the basic knowledge of
engineering science to practical problems.

Action 1: Additional practice problems to be solved for numerical subjects

Action 2. Illustrations for various practical concepts will be given in classroom.
Action 3. Conduction of activities like quiz and use of National Programme on Technology Enhanced
Learning video lectures during teaching.
Action 4. Tutorials conducted focusing the knowledge of engineering fundamentals.
Action 5. Webinars/Expert Lecture on latest technology to enhance engineering knowledge are planned

PO2: Problem Analysis: Engineering problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.

Attainment is 86.32 % of target value. The courses which

need attention are Microprocessor, Information Systems and
PO2 1.6 1.38 Engineering Economics
have further scope of improvement

Action 1: Target level of the subjects will be improved by giving application-based assignments and by
showing National Programme on Technology Enhanced Learning video lectures.
Action 2: Expert session related to project guidance is planned to improve the ability to identify, formulate
and analyze the engineering problem.
Action 3: To inculcate the habit of doing literature survey, students will be advised to refer minimum 10
research papers related to their project and seminar topics.
Action 4: Faculty members will take extra efforts to provide assignments to the students and also guide them
to use online study material available like MOOCs/ Coursera courses which are self- paced and have no fixed
schedule.

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PO3: Design/development of Solutions (Design solutions for complex engineering problems and design
system components or processes that meet the specified needs with appropriate considerations for the public
health and safety, and the cultural, societal, and environmental considerations.)

Attainment is 99.15 % of target value. The courses which

PO3 1.4 1.39 need attention are Mobile Communication and Computer
Network, Data structure and algorithm
The students are not able to establish the relation with the
software artifacts learnt and real-life problems.

Action 1: Students will be encouraged to do industrial training and internships to enhance the ability to
identify and formulate complex engineering problems.
Action 2: Faculty is advised to give application-based assignments to students.
PO4: Conduct Investigations of Complex Problems (Use research-based knowledge and research methods
including design of experiments, analysis and interpretation of data, and synthesis of the information to
provide valid conclusions.)

Attainment is 91.65 % of target value. The courses which need

attention are Software Modeling and Design , System programming
and operating system, machine learning .
Data analytical and interpretation skills of the students needs to
PO4 1.4 1.28
be improved.
Students face challenges to select the
appropriate software tools from a wide
Variety of software available for a given problem.
Action1. Students are introduced to different software in project laboratory
Action 2: In addition to the content of syllabus, teachers will introduce research paper problems from
journals in the tutorial and lab classes. Role of mathematical modeling will be explained through National
Programme on Technology Enhanced Learning courses and videos.
Action 3: Students are motivated to explore more on analysis and interpretation of data for selecting
research-based project statement.
Action 4: More exposure to data science tools to be given.
Action 5: Students are encouraged to do industry sponsored projects to enhance skills to investigate / analyze
real life complex problem
PO5: Modern Tool Usage (Create, select, and apply appropriate techniques, resources, and modern
engineering and IT tools including prediction and modeling to complex engineering activities with an
understanding of the limitations.)
Target Level Attained. The courses which need attention
are Design and Analysis of Algorithms
Embedded system and internet of things, artificial intelligence
PO5 1.4 1.47 and robotics.
Required to make students aware of advanced tools used in IT
Industry. Students lack in practicing the Modeling Simulation
and Analytical tools.
Action 1: Students are motivated to enroll for different courses like National Programme on Technology
Enhanced Learning, Spoken tutorial, Coursera etc.
Action 2: Students will be encouraged to do industrial training / internship.
Action 3: Extra sessions are arranged to make students aware of latest tools, techniques and trends.
PO6: The Engineer and Society (Apply reasoning informed by the contextual knowledge to assess
NBA SAR Computer Engineering 169
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societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the
professional engineering practice.)
Target Level Attained. Innovation and emerging treads in the
PO6 1.2 1.29 field of engineering and science having
impact on society and environment
Action 1: Students are motivated to actively participate in different social activities like National Service
Scheme camps and techno-social visits.
Action 2: To enhance professional engineering practices students are motivated to take part
in Professional society’s chapters activities.
PO7: Environment and Sustainability (Understand the impact of the professional engineering solutions in
societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable
development.)
1.2 1.49 Target Level Attained. Efforts are put to make students aware
PO7 About Environment and Sustainability.
Action 1: Students will be encouraged to do their project work which will be beneficial for society and also
helpful in environmental context.
Action 2: Students are encouraged to develop mini project to address social issues.
Action 3: Larger number of expert lectures to be organized to address environmental and sustainability issues
in engineering.
Action 4: Techno-social visits are planned for students.

PO8: Ethics (Apply ethical principles and commit to professional ethics and responsibilities and norms of
the engineering practice.)
Target Level Attained. To imbibe professional ethics and
responsibilities among students, larger number of activities
PO8 1.2 1.40
needs to be carried out.
Students lacks multidisciplinary approach
Action 1. The ethics are largely taken care at all course delivery particularly in report writings.
Action 2. Students are made aware of concepts like Intellectual property rights and plagiarism

PO9: Individual and Team Work (Function effectively as an individual, and as a member or leader in
diverse teams, and in multidisciplinary settings).
Target Level Attained. Students lack the communication and
PO9 1.2 1.26
interpersonal skills
Action 1: Students are motivated to organize the team activities like Group Quiz, Social/Technical Quiz etc.
Action 2: Students will be encouraged to participate in events like seminar, workshop, projects, hands-on
training etc. organized by Professional body activities to improve their interpersonal skills.

PO10: Communication (Communicate effectively on complex engineering activities with the engineering
community and with society at large, such as, being able to comprehend and write effective reports and
design documentation, make effective presentations, and give and receive clear instructions).
Target Level Attained. It is observed that there is scope of
PO10 1.2 1.32
improvement in design, documentation and presentation.
Action 1: Power Point Presentation will be given by Second year, Third year, Final year students as a part of
Audit course.
Action 2: The students are encouraged to participate in competitive events like essay writing, debate events
etc.
Action 3: Soft skill training is planned in order to improve student’s communication capability.
Action 4: Mock interviews are planned for Final year students
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PO11: Project Management and Finance (Demonstrate knowledge and understanding of the engineering
and management principles and apply these to one’s own work, as a member and leader in a team, to manage
projects and in multidisciplinary environments.)
Target Level Attained. More focus needs to be given on
PO11 1.2 1.25 Engineering
Economics and financial analysis.
Action 1: Students are motivated to organize and manage the group activities like technical
Aptitude quiz, General knowledge quiz etc.
Action 2: Students are motivated to participate in various technical events like hackathon, Paper/Poster
presentation, project competition etc.
Action 3: Students are encouraged to develop project in a team to enhance their project management skills.
Action 4: Students are encouraged to participate in technical competitions to improve project management
skills.
PO12: Life-long Learning (Recognize the need for, and have the preparation and ability to engage in
independent and life-long learning in the broadest context of technological change.)
Target Level Attained. More focus needs to be given on
PO12 1.2 1.27 importance of independent and life-long learning. Students face
challenges in identifying real life problem.
Action 1: Emphasis will be given on exploring various e-learning platforms.
Action 2: Awareness on latest technologies and trends will be created through expert lectures,
workshops and Industrial visits.
Action 3: Students are encouraged to enroll for training / certification courses.
Action 4: For conduction of practical use of virtual labs to be increased so that students will be able to
explore extra practical related to their course on their own
PSO1: Students are able to devise, analyze and implement algorithms.

Attainment is 96.61 % of target value. Students did not get

PSO1 1.5 1.45 much opportunity to practically design for actual/industrial
project
Action 1: Students are given challenging assignments, assignments with open ended problems, mini
projects.
Action 2: Students are encouraged to participate in events like project competition, Hackathon, Unnat Bharat
Abhiyan.
PSO2: Students are able to exhibit their IT based knowledge for the development of Society.
Attainment is 94.73 % of target value. Students are facing
PSO2 1.5 1.42
challenges in working with multidisciplinary environment.
Action 1. Professional body activities.
Action2: Students are motivated to participate in various online certification courses.
Action 3: Planned to have tie-up (Memorandum of understanding) with various Information technology
companies so that students will be exposed to modern computer engineering techniques like Artificial
Intelligence, Machine Learning, Amazon Web Services Cloud, etc.
PSO3: Enhance communication and leadership skills to get good position in National and International
Organizations.
Attainment is 86.60 % of target value More activities need to be
PSO3 1.5 1.30 planned to motivate and create interest among students about
entrepreneurship and higher studies.

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Action 1: Session is planned to create awareness about higher education opportunities in Indian and foreign
universities.
Action 2: Guidance sessions are planned to make students aware about various competitive examinations
like Graduate Aptitude Test in Engineering, Graduate Record Examinations and the Test of English as a
Foreign Language etc.
Action 3: To develop entrepreneurship skills, expert lecture is planned.
Action 4: Mock interview sessions are planned for Final year students.

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Table 7.1
Cycle -2
2020-2021

POs Target Attainment

Level Level Observations

PO1: Engineering Knowledge (Apply the knowledge of mathematics, science, engineering fundamentals, and
an engineering specialization to the solution of complex engineering problems.)
Target Level Attained. The courses which need attention
are Discrete Mathematics Computer Organization and
Architecture, Engineering Mathematics III, Theory of
Computation.
1.The students faced difficulty to understand basic concepts of
PO1 1.6 1.62 the courses.
2. Students find it difficult to apply engineering fundamentals to
solve complex engineering problems.
3. Students find it difficult to apply the basic knowledge of
engineering science to practical problems.

Action 1: Additional practice problems to be solved for numerical subjects

Action 2. Illustrations for various practical concepts will be given in classroom.
Action 3. Conduction of activities like quiz and use of National Programme on Technology Enhanced Learning
video lectures during teaching.
Action 4. Tutorials conducted focusing the knowledge of engineering fundamentals.
Action 5. Webinars/Expert Lecture on latest technology to enhance engineering knowledge are planned

PO2: Problem Analysis: Engineering problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.

Attainment is 96.25 % of target value. The courses which

need attention are Microprocessor, Information Systems and
PO2 1.6 1.54 Engineering Economics
have further scope of improvement

Action 1: Additional practice problems to be solved for numerical subjects.

Action 2:Target level of the subjects will be improved by giving application-based assignments and by showing
National Programme on Technology Enhanced Learning video lectures.
Action 3: Expert session related to project guidance is planned to improve the ability to identify, formulate and
analyze the engineering problem.
Action 4: To inculcate the habit of doing literature survey, students will be advised to refer minimum 10
research papers related to their project and seminar topics.
Action 5: Faculty members will take extra efforts to provide assignments to the students and also guide them to
use online study material available like MOOCs/ Coursera courses which are self- paced and have no fixed
schedule.
PO3: Design/development of Solutions (Design solutions for complex engineering problems and design
system components or processes that meet the specified needs with appropriate considerations for the public
health and safety, and the cultural, societal, and environmental considerations.)

Target Level Attained . The courses which need attention

NBA
PO3 SAR Computer
1.4 Engineering
1.47 173
are Mobile Communication and Computer Network, Data
structure and algorithm
AISSMS College of Engineering

The students are not able to establish the relation with the
software artifacts learnt and real-life problems.

Action 1: Students will be encouraged to do industrial training and internships to enhance the ability to identify
and formulate complex engineering problems.
Action 2: Faculty is advised to give application-based assignments to students.
PO4: Conduct Investigations of Complex Problems (Use research-based knowledge and research methods
including design of experiments, analysis and interpretation of data, and synthesis of the information to provide
valid conclusions.)

Target Level Attained . The courses which need attention

are Software Modeling and Design , System programming and
operating system, machine learning .
Data analytical and interpretation skills of the students needs to be
PO4 1.4 1.52
improved.
Students face challenges to select the
appropriate software tools from a wide
Variety of software available for a given problem.
Action1. Students are introduced to different software in project laboratory
Action 2: In addition to the content of syllabus, teachers will introduce research paper problems from journals
in the tutorial and lab classes. Role of mathematical modeling will be explained through National Programme
on Technology Enhanced Learning courses and videos.
Action 3: Students are motivated to explore more on analysis and interpretation of data for selecting research-
based project statement.
Action 4: More exposure to data science tools to be given.
Action 5: Students are encouraged to do industry sponsored projects to enhance skills to investigate / analyze
real life complex problem
PO5: Modern Tool Usage (Create, select, and apply appropriate techniques, resources, and modern
engineering and IT tools including prediction and modeling to complex engineering activities with an
understanding of the limitations.)
Target Level Attained. The courses which need attention
are Design and Analysis of Algorithms
Embedded system and internet of things, artificial intelligence and
PO5 1.4 1.62 robotics.
Required to make students aware of advanced tools used in IT
Industry. Students lack in practicing the Modeling Simulation and
Analytical tools.
Action 1: Students are motivated to enroll for different courses like National Programme on Technology
Enhanced Learning, Spoken tutorial, Coursera etc.
Action 2: Students will be encouraged to do industrial training / internship.
Action 3: Extra sessions are arranged to make students aware of latest tools, techniques and trends.
PO6: The Engineer and Society (Apply reasoning informed by the contextual knowledge to assess
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the
professional engineering practice.)
Target Level Attained. Innovation and emerging treads in the
PO6 1.2 1.51 field of engineering and science having
impact on society and environment
Action 1: Students are motivated to actively participate in different social activities like National Service
Scheme camps and techno-social visits.
Action 2: To enhance professional engineering practices students are motivated to take part
in Professional society’s chapters activities.

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PO7: Environment and Sustainability (Understand the impact of the professional engineering solutions in
societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable development.)
1.2 1.52 Target Level Attained. Efforts are put to make students aware
PO7 About Environment and Sustainability.
Action 1: Students will be encouraged to do their project work which will be beneficial for society and also
helpful in environmental context.
Action 2: Students are encouraged to develop mini project to address social issues.
Action 3: Larger number of expert lectures to be organized to address environmental and sustainability issues in
engineering.
Action 4: Techno-social visits are planned for students.
PO8: Ethics (Apply ethical principles and commit to professional ethics and responsibilities and norms of the
engineering practice.)
Target Level Attained. To imbibe professional ethics and
responsibilities among students, larger number of activities needs
PO8 1.2 1.47
to be carried out.
Students lacks multidisciplinary approach
Action 1. The ethics are largely taken care at all course delivery particularly in report writings.
Action 2. Students are made aware of concepts like Intellectual property rights and plagiarism

PO9: Individual and Team Work (Function effectively as an individual, and as a member or leader in
diverse teams, and in multidisciplinary settings).
Target Level Attained. Students lack the communication and
PO9 1.2 1.43
interpersonal skills
Action 1: Students are motivated to organize the team activities like Group Quiz, Social/Technical Quiz etc.
Action 2: Students will be encouraged to participate in events like seminar, workshop, projects, hands-on
training etc. organized by Professional body activities to improve their interpersonal skills.
PO10: Communication (Communicate effectively on complex engineering activities with the engineering
community and with society at large, such as, being able to comprehend and write effective reports and design
documentation, make effective presentations, and give and receive clear instructions).
Target Level Attained. It is observed that there is scope of
PO10 1.2 1.43
improvement in design, documentation and presentation.
Action 1: Power Point Presentation will be given by Second year, Third year, Final year students as a part of
Audit course.
Action 2: The students are encouraged to participate in competitive events like essay writing, debate events etc.
Action 3: Soft skill training is planned in order to improve student’s communication capability.
Action 4: Mock interviews are planned for Final year students
PO11: Project Management and Finance (Demonstrate knowledge and understanding of the engineering and
management principles and apply these to one’s own work, as a member and leader in a team, to manage
projects and in multidisciplinary environments.)
Target Level Attained. More focus needs to be given on
PO11 1.2 1.31 Engineering
Economics and financial analysis.
Action 1: Students are motivated to organize and manage the group activities like technical
Aptitude quiz, General knowledge quiz etc.
Action 2: Students are motivated to participate in various technical events like hackathon, Paper/Poster
presentation, project competition etc.
Action 3: Students are encouraged to develop project in a team to enhance their project management skills.
Action 4: Students are encouraged to participate in technical competitions to improve project management
skills.
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PO12: Life-long Learning (Recognize the need for, and have the preparation and ability to engage in
independent and life-long learning in the broadest context of technological change.)
Target Level Attained. More focus needs to be given on
PO12 1.2 1.35 importance of independent and life-long learning. Students face
challenges in identifying real life problem.
Action 1: Emphasis will be given on exploring various e-learning platforms.
Action 2: Awareness on latest technologies and trends will be created through expert lectures, workshops
and Industrial visits.
Action 3: Students are encouraged to enroll for training / certification courses.
Action 4: For conduction of practical use of virtual labs to be increased so that students will be able to explore
extra practical related to their course on their own
PSO1: Students are able to devise, analyze and implement algorithms.

Target Level Attained. Students did not get much opportunity to

PSO1 1.5 1.60
practically design for actual/industrial project
Action 1: Students are given challenging assignments, assignments with open ended problems, mini projects.
Action 2: Students are encouraged to participate in events like project competition, Hackathon, Unnat Bharat
Abhiyan.
PSO2: Students are able to exhibit their IT based knowledge for the development of Society.
Target Level Attained. Students are facing challenges in working
PSO2 1.5 1.59
with multidisciplinary environment.
Action 1. Professional body activities.
Action2: Students are motivated to participate in various online certification courses.
Action 3: Planned to have tie-up (Memorandum of understanding) with various Information technology
companies so that students will be exposed to modern computer engineering techniques like Artificial
Intelligence, Machine Learning, Amazon Web Services Cloud, etc.
PSO3: Enhance communication and leadership skills to get good position in National and International
Organizations.
Attainment is 88 % of target value More activities need to be
PSO3 1.5 1.32 planned to motivate and create interest among students about
entrepreneurship and higher studies.
Action 1: Session is planned to create awareness about higher education opportunities in Indian and foreign
universities.
Action 2: Guidance sessions are planned to make students aware about various competitive examinations like
Graduate Aptitude Test in Engineering, Graduate Record Examinations and the Test of English as a Foreign
Language etc.
Action 3: To develop entrepreneurship skills, expert lecture is planned.
Action 4: Mock interview sessions are planned for Final year students.

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Table 7.1
Cycle -3
2021-2022

POs Target Attainment

Level Level Observations

PO1: Engineering Knowledge (Apply the knowledge of mathematics, science, engineering fundamentals, and
an engineering specialization to the solution of complex engineering problems.)
Target Level Attained. The courses which need attention are Digital
Electronics and Logic Design, Engineering Mathematics III,
Theory of Computation

1. Students find it difficult to apply theoretical concepts to

1.6 1.64 practical problems.
PO1 2. Students find it difficult to apply engineering fundamentals to
solve complex engineering problems.
3. Students find it difficult to apply the basic knowledge of
engineering science to practical problems.

Action 1: Additional practice problems to be solved for numerical subjects

Action 2. Illustrations for various practical concepts will be given in classroom.
Action 3. Conduction of activities like quiz and use of National Programme on Technology Enhanced Learning
video lectures during teaching.
Action 4. Tutorials conducted focusing the knowledge of engineering fundamentals.
Action 5. Webinars/Expert Lecture on latest technology to enhance engineering knowledge are planned
PO2: Problem Analysis: Engineering problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
Attainment is 95.63% of target value The courses which
PO2 1.6 1.55 need attention are Microprocessor,
have further scope of improvement
Action 1: Target level of the subject, Microprocessor will be improved by giving application-based assignments
and by showing National Program on Technology Enhanced Learning video lectures.
Action 2: Expert session related to project guidance is planned to improve the ability to identify, formulate and
analyze the engineering problem.
Action 3: To inculcate the habit of doing literature survey, students will be advised to refer minimum 10
research papers related to their project and seminar topics.
Action 4: Faculty members will take extra efforts to provide assignments to the students and also guide them to
use online study material available like MOOCs/ Coursera courses which are self- paced and have no fixed
schedule.
PO3: Design/development of Solutions (Design solutions for complex engineering problems and design system
components or processes that meet the specified needs with appropriate considerations for the public health and
safety, and the cultural, societal, and environmental considerations.)
Target Level Attained. The courses which need attention is Data
structure and algorithm
The students are not able to establish the relation with the
software artifacts learnt and real-life problems.
PO3 1.4 1.52

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Action 1: Students will be encouraged to do industrial training and internships to enhance the ability to identify
and formulate complex engineering problems.
Action 2: Faculty is advised to give application-based assignments to students.
PO4: Conduct Investigations of Complex Problems (Use research-based knowledge and research methods
including design of experiments, analysis and interpretation of data, and synthesis of the information to provide
valid conclusions.)
Target Level Attained. The courses which need attention System
programming and operating system.
Data analytical and interpretation skills of the students’ needs to be
PO4 1.4 1.51 improved.
Students face challenges to select the
appropriate software tools from a wide
Variety of software available for a given problem.
Action1. Students are introduced to different software in project laboratory
Action 2: In addition to the content of syllabus, teachers will introduce research paper problems from journals in
the tutorial and lab classes. Role of mathematical modeling will be explained through National Programme on
Technology Enhanced Learning courses and videos.
Action 3: Students are motivated to explore more on analysis and interpretation of data for selecting research-
based project statement.
Action 4: More exposure to data science tools to be given.
Action 5: Students are encouraged to do industry sponsored projects to enhance skills to investigate / analyze
real life complex problem
PO5: Modern Tool Usage (Create, select, and apply appropriate techniques, resources, and modern engineering
and IT tools including prediction and modeling to complex engineering activities with an understanding of the
limitations.)
Target Level Attained. The courses which need attention is Design
and Analysis of Algorithms

PO5 1.4 1.64

Required to make students aware of advanced tools used in IT
Industry. Students lack in practicing the Modeling Simulation and
Analytical tools.
Action 1: Students are motivated to enroll for different courses like National Program on Technology Enhanced
Learning, Spoken tutorial, Coursera etc.
Action 2: Students will be encouraged to do industrial training / internship.
Action 3: Extra sessions are arranged to make students aware of latest tools, techniques and trends.
Action 4: Students are motivated to write seminar/project reports using LATEX
PO6: The Engineer and Society (Apply reasoning informed by the contextual knowledge to assess societal,
health, safety, legal and cultural issues and the consequent responsibilities relevant to the professional
engineering practice.)
Target Level Attained. Innovation and emerging treads in the
PO6 1.2 1.48 field of engineering and science having
impact on society and environment
Action 1: Students are motivated to actively participate in different social activities like National Service
Scheme camps and techno-social visits.
Action 2: To enhance professional engineering practices students are motivated to take part
in Professional society’s chapters activities.
PO7: Environment and Sustainability (Understand the impact of the professional engineering solutions in
societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable development.)
1.2 1.49 Target Level Attained. Efforts are put to make students aware
PO7 About Environment and Sustainability.
NBA SAR Computer Engineering 179
AISSMS College of Engineering

Action 1: Students will be encouraged to do their project work which will be beneficial for society and also
helpful in environmental context.
Action 2: Students are encouraged to develop mini project to address social issues.
Action 3: Larger number of expert lectures to be organized to address environmental and sustainability issues in
engineering.
Action 4: Techno-social visits are planned for students.
PO8: Ethics (Apply ethical principles and commit to professional ethics and responsibilities and norms of the
engineering practice.)
Target Level Attained. To imbibe professional ethics and
responsibilities among students, larger number of activities needs to
PO8 1.2 1.52
be carried out.
Students lacks multidisciplinary approach
Action 1. The ethics are largely taken care at all course delivery particularly in report writings.
Action 2. Students are made aware of concepts like Intellectual property rights and plagiarism

PO9: Individual and Team Work (Function effectively as an individual, and as a member or leader in diverse
teams, and in multidisciplinary settings).
Target Level Attained. Students lack the communication and
PO9 1.2 1.42
interpersonal skills
Action 1: Students are motivated to organize the team activities like Group Quiz, Social/Technical Quiz etc.
Action 2: Students will be encouraged to participate in events like seminar, workshop, projects, hands-on
training etc. organized by Professional body activities to improve their interpersonal skills.
PO10: Communication (Communicate effectively on complex engineering activities with the engineering
community and with society at large, such as, being able to comprehend and write effective reports and design
documentation, make effective presentations, and give and receive clear instructions).
Target Level Attained .It is observed that there is scope of
PO10 1.2 1.41
improvement in design, documentation and presentation.
Action 1: Power Point Presentation will be given by Second year, Third year, Final year students as a part of
Audit course.
Action 2: The students are encouraged to participate in competitive events like essay writing, debate events etc.
Action 3: Soft skill training is planned in order to improve student’s communication capability.
Action 4: Mock interviews are planned for Final year students
Action 5: Students are motivated to write seminar/project reports using LATEX
PO11: Project Management and Finance (Demonstrate knowledge and understanding of the engineering and
management principles and apply these to one’s own work, as a member and leader in a team, to manage
projects and in multidisciplinary environments.)
Target Level Attained. More focus needs to be given on
PO11 1.2 1.33 Engineering
Economics and financial analysis.
Action 1: Students are motivated to organize and manage the group activities like technical
Aptitude quiz, General knowledge quiz etc.
Action 2: Students are motivated to participate in various technical events like hackathon, Paper/Poster
presentation, project competition etc.
Action 3: Students are encouraged to develop project in a team to enhance their project management skills.
Action 4: Students are encouraged to participate in technical competitions to improve project management
skills.
PO12: Life-long Learning (Recognize the need for, and have the preparation and ability to engage in
independent and life-long learning in the broadest context of technological change.)

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Target Level Attained. More focus needs to be given on importance

PO12 1.2 1.38 of independent and life-long learning. Students face challenges in
identifying real life problem.
Action 1: Emphasis will be given on exploring various e-learning platforms.
Action 2: Awareness on latest technologies and trends will be created through expert lectures, workshops
and Industrial visits.
Action 3: Students are encouraged to enroll for training / certification courses.
Action 4: For conduction of practical use of virtual labs to be increased so that students will be able to explore
extra practical related to their course on their own
PSO1: Students are able to devise, analyze and implement algorithms.

Target Level Attained. Students did not get much opportunity to

PSO1 1.5 1.65
practically design for actual/industrial project
Action 1: Students are given challenging assignments, assignments with open ended problems, mini projects.
Action 2: Students are encouraged to participate in events like project competition, Hackathon, Unnat Bharat
Abhiyan.
PSO2: Students are able to exhibit their Information technology based knowledge for the development of
Society.
Target Level Attained. Students are facing challenges in working
PSO2 1.5 1.69
with multidisciplinary environment.
Action 1. Professional body activities.
Action2: Students are motivated to participate in various online certification courses.
Action 3: Planned to have tie-up ((Memorandum of understanding) with various Information technology
companies so that students will be exposed to modern computer engineering techniques like Artificial
Intelligence, Machine Learning, Amazon Web Services Cloud, Procedural language extension to Structured
Query Language, etc.
PSO3: Enhance communication and leadership skills to get good position in National and International
Organizations.
Attainment is 88 % of target value. More activities need to be
PSO3 1.5 1.38 planned to motivate and create interest among students about
entrepreneurship and higher studies.
Action 1: Session is planned to create awareness about higher education opportunities in Indian and foreign
universities.
Action 2: Guidance sessions are planned to make students aware about various competitive examinations like
Graduate Aptitude Test in Engineering, Graduate Record Examinations and the Test of English as a Foreign
Language, etc.
Action 3: To develop entrepreneurship skills, expert lecture is planned.
Action 4: Mock interview sessions are planned for Final year students.

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PO/PSO Attainment

PO/PSO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3
Cycle-1 1.46 1.38 1.39 1.28 1.47 1.29 1.49 1.4 1.26 1.32 1.25 1.27 1.45 1.45 1.3
Cycle-2 1.62 1.54 1.47 1.52 1.61 1.51 1.52 1.47 1.43 1.43 1.31 1.35 1.6 1.59 1.32
Cycle-3 1.64 1.55 1.52 1.51 1.64 1.48 1.49 1.52 1.42 1.41 1.33 1.38 1.65 1.69 1.38

POs & PSOs Attainment Levels and Actions for improvement – CAY
Similar Tables should be presented for CAYm1 and CAYm2

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7.2. Academic Audit and actions taken thereof during the period of
Assessment (10)

AISSMS COE has established a well-defined Internal Quality Assurance System and every effort has been
taken to address all the quality attributes of technical education for the overall professional and holistic
development of students. Variety of academic, administrative, co-curricular and extra-curricular activities are
carried out at Institute and department level which helps in improving the quality of education imparted.

For the sustenance and continuous improvement in quality for achieving academic excellence, the Institute
has adopted certain quality management strategies and has developed methodology for auditing different
academic and administrative quality aspects.
A committee for program evaluation and quality improvement exists within the Department - Program
Assessment and Quality Improvement committee (PAQIC). PAQIC committee consist of Head of Department
as Chairman, Module Coordinators, Industry Institute Coordinator and Exam Coordinator.

PAQIC sees academic audits at the department level on syllabus coverage, laboratory work completed,
students' performance in internal and external exams, and activity planning based on feedback, such as course
end surveys and exit surveys.
PAQIC verifies course coordinators' course files as well as other outcome-oriented documents for each
course, such as test papers and assignments to ensure that questions satisfy the desired learning level as per
Bloom's taxonomy.

PAQIC committee also monitors conduction of supporting activities like Industrial Visits, Expert Lectures,
Workshops, Projects, Internships etc.

PAQIC meeting is conducted twice in semester, one at the beginning and the other in the mid semester, in
which the requisite suggestions may be given. The compliance required is brought to the notice of the
concerned person or team and corrective action is suggested and monitored again at a predetermined interval.

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PAQIC Members

Figure B7.2a Constitution of PAQIC

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Table B7.2a: Meeting schedule

Term Meeting 1 Meeting 2

Term I At the start of semester In the mid of Term I (Current Year)

(2021- 2022) Action taken for Term I (2020-2021) Monitoring of action suggested and effective
analysis implementation at course level.

Decide action plan for the Term I Term I (2021-2022)

(2021-2022)

Term II At the start of semester In the mid of Term II (Current Year)

(2021-2022) Action taken for Term II (2020-2021) Monitoring of action suggested and effective
analysis implementation at course level.

Decide action plan for the Term II Term II (2021-2022)

(2021-2022)

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Department of Computer Engineering

Academic Audit Report
Year : 2019-20 Class : SE (Computer Engineering ) Sem : I

Target
2018-19 PAQIC MOM (2019-20)
Set
Action Plan
(Activity)
Subject COs Decision for
for 2019-
Target Set Attainment GAP Current A Y 2019-20
20
(2019-20)
Academic
Year
Other
Activity
Not attained
(Important
CO1 1.44 1.35 0.09 decide Actions 1.44
notes,
Plan
Question
bank, etc)
Other
Activity
Not attained
(Important
CO2 1.44 1.35 0.09 decide Actions 1.44
notes,
Plan
Question
bank, etc)
Other
Discrete
Activity
Mathematics Not attained
(Important
CO3 1.44 1.37 0.07 decide Actions 1.44
notes,
Plan
Question
bank, etc)
Fully attained
Improve
CO4 1.44 1.66 -0.22 hence Enhance 1.44
Target
target
Fully attained
Improve
CO5 1.44 1.64 -0.20 hence Enhance 1.44
Target
target
Fully attained
Improve
CO6 1.44 1.62 -0.18 hence Enhance 1.44
Target
target
Fully attained
Improve
CO1 1.76 1.97 -0.21 hence Enhance 1.76
Target
Digital target
Electronics and Fully attained
Improve
Logic Design CO2 1.76 1.99 -0.23 hence Enhance 1.76
Target
target
CO3 1.76 1.84 -0.08 Fully attained Improve 1.76

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hence Enhance Target

target
Fully attained
Improve
CO4 1.76 1.96 -0.20 hence Enhance 1.76
Target
target
Fully attained
Improve
CO5 1.76 1.76 0.00 hence Enhance 1.76
Target
target
Fully attained
Improve
CO6 1.76 1.76 0.00 hence Enhance 1.76
Target
target
Other
Activity
Not attained
(Important
CO1 1.54 1.28 0.26 decide Actions 1.54
notes,
Plan
Question
bank, etc)
Other
Activity
Not attained
(Important
CO2 1.54 1.24 0.30 decide Actions 1.54
notes,
Plan
Question
bank, etc)
Not attained Student
CO3 1.54 1.28 0.26 decide Actions Club 1.54
Plan activity
Other
Data Structures
Activity
and Algorithms Not attained
(Important
CO4 1.54 0.97 0.57 decide Actions 1.54
notes,
Plan
Question
bank, etc)
Other
Activity
Not attained
(Important
CO5 1.54 0.97 0.57 decide Actions 1.54
notes,
Plan
Question
bank, etc)
Other
Activity
Not attained
(Important
CO6 1.54 0.93 0.61 decide Actions 1.54
notes,
Plan
Question
bank, etc)
Fully attained
Improve
CO1 1.20 1.27 -0.07 hence Enhance 1.20
Target
target
Computer Fully attained
Improve
Organization CO2 1.20 1.28 -0.08 hence Enhance 1.20
Target
and target
Architecture U Tube/
Not attained
Demo
CO3 1.20 1.15 0.05 decide Actions 1.20
Videos
Plan

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U Tube/
Not attained
Demo
CO4 1.20 0.71 0.49 decide Actions 1.20
Videos
Plan
U Tube/
Not attained
Demo
CO5 1.20 0.53 0.67 decide Actions 1.20
Videos
Plan
U Tube/
Not attained
Demo
CO6 1.20 0.53 0.67 decide Actions 1.20
Videos
Plan
Fully attained
Improve
CO1 1.69 1.70 -0.01 hence Enhance 1.74
Target
target
Fully attained
Improve
CO2 1.69 1.80 -0.11 hence Enhance 1.74
Target
target
Fully attained
Improve
CO3 1.69 1.70 -0.01 hence Enhance 1.74
Target
Object Oriented target
Programming Fully attained
Improve
CO4 1.69 1.71 -0.02 hence Enhance 1.74
Target
target
Fully attained
Improve
CO5 1.69 1.70 -0.01 hence Enhance 1.74
Target
target
Fully attained
Improve
CO6 1.69 1.80 -0.11 hence Enhance 1.74
Target
target

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Department of Computer Engineering

AUDIT REPORT (2019-20) TERM - I
Summary
Second Year (SE)
Following courses met the target and the Target for next year are increased: Object Oriented Programming,
Digital Electronics and Logic Design.

1. Following activities are suggested for the courses which were partially attained and the targets for
next year are kept same:

Sr.
Name of the Course Observations
No.
1. Discrete Mathematics, 1.The students faced difficulty to understand basic
Data Structures and concepts of the courses.
Algorithms, 2.Late admission of Direct SE Students.
Computer Organization
and Architecture,

Actions suggested:

1. Conduction of Extra classes for Lateral entry students.

2. Additional practice of unsolved problems from book and university question papers of previous exams.
3. Providing more practice through assignments.
4. Supplementary learning through Quiz and use of video lectures like NPTEL, www.youtube.com, coursera
etc.

Third Year (TE)

1. Following courses met the target and the Target for next year are increased: Database Management
System, Information Systems and Engineering Economics.
2. Following courses were partially attained and the targets for next year are kept same:
3. Theory of Computation, Information Systems and Engineering Economics ,Computer Network
4. Following activities are suggested for the courses which were not attained and the targets for next
year are kept same:

Sr.
Name of the Course Observations
No.
1. Theory of Computation These kinds of courses need more practice and students need
more practice on calculations and grammar and expression
related questions.
2. Design and Analysis of These kinds of courses need more practice and students need
Algorithms more practice on algorithm and calculations .

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Actions suggested:

1. Providing more practice through assignments.

2. Additional practice of unsolved problems from book and university question papers of previous
exams.
3. Use of video lectures like NPTEL, www.youtube.com, courser for better understanding the concepts
taught in class.
4. Conducting extra lectures or doubt solving sessions.

Final Year (BE)

1. Following courses met the target and the Target for next year are increased: High
Performance Computing , Artificial Intelligence and Robotics , Data Analytics , Data Mining
and Warehousing , Distributed System , Mobile Communication
2. Following activities are suggested for the courses which were partially attained and the
targets for next year are kept same:

Actions suggested:
1. Providing more practice through assignments.
2. Use of video lectures like NPTEL, www.youtube.com, courser for better understanding the concepts.
3. Providing important notes and question banks for practicing and preparation for exams.

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Department of Computer Engineering

Institute Vision
“Service to Society through Quality Education”
Institute Mission
 Generation of national wealth through education and research.
 Imparting quality technical education at the cost affordable to all strata of Society.
 Enhancing the quality of life through sustainable development.
 Carrying out high quality intellectual work.
 Achieving distinction of the highest preferred engineering colleges in the eyes of stake holders.

Department Vision
“Contributing to the welfare of society through technical and quality education.”

Department Mission
 To produce Best Quality Computer Science Professionals by imparting quality training, hands on
experience and value education.
 To Strengthen links with Industry through partnerships and collaborative developmental works.
 To attain self-sustainability and overall development through Research, Consultancy and Development
Activities.
 To extend technical expertise to other technical Institutions of the region and play a lead role in imparting
technical education.

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Department of Computer Engineering

PAQIC Meeting -1

Academic Year :2022-23 Term : I

Date : 22/7/2022

Meeting Agenda

1. Start of Academic semester

2. Load Distribution

3. Issues related teaching learning process

4. Exam Coordination

5. Guardian Faculty Member and Mentor allocation

6. Make up, remedial lecture etc

7. Test paper format

8. Student Feedback policy e.g suggestion Box

9. Newsletter

10. Industry Institute Interaction

11. Academic Calendar

12. Other, If any

Following decisions were taken:

1.TE, BE semester started on 18/07/2022. Term duration is 16 weeks as per SPPU academic calendar.
Teachings plan to be prepared accordingly and need to be uploaded on enterprise resource planning(ERP). If
any short falls in lectures planned, individual can conduct the lectures in afternoon session or on any
Saturdays.

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2.SE term will start from 17/08/2022 and will end on 10/12/2022.
3.Academic planner to be prepared and circulated which consist of three unit tests, two assignments and one
subject related activity as well as other departmental activities.
4.Departmental Advisory Board meeting to be planned in the month of August and parents meet also
suggested to conduct by Guardian Faculty Member.
5.Every faculty should plan expert/Guest lecture and industrial visit for their respective subjects.
6.Internship related information for December 2022 session is essential be given to TE students to make
them aware about requirement of internship, essential format, duration etc. during induction programme.
7.Induction programmes of SE, TE and BE students to be scheduled in Aug 2022.
8.Faculty advisors of various chapters and teams may be kept in loop in view of improving academic
performance of these students. All team members to attend theory and practical regularly. A meeting with
Principal is proposed to checkout strategy.
9.Ms. V Waykule will work as SPPU exam coordinator from department.
10.Teaching load distribution of Term I of AY 2022-23 is completed. Three faculties will join shortly, up till
that practical batch will be merged with other batches. Guardian Faculty Member will coordinate till faculty
will join.
11.Allotment of Guardian Faculty Member for Term I of AY 2022-23 is completed.
12.All teaching activities will be conducted according to the policy instructions from institute academic
coordinator time to time.
13.Midterm and end term provisionally detention list to be drawn and action need to be taken accordingly to
improve academic performance of students.
14.Suggestion box for students to be used in department.
15.Newsletter of AY 21-22 is prepared by Ms. S S Kolte.
16.Curriculum gaps for AY 2021-22 is to be identified and activities to be planned for attainment of PO
during AY 2022-23.
17.CO PO attainment of AY 2021-22 to be prepared after declaration of result.
18.All documentation work to be completed before annual academic audit.
Annual report of AY 2021-22 to be completed.
19.Departmental social activities are to be planned by faculty.

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Following members were present for the meeting

Sr.
Name of Member Designation
No.
1 Dr.S.V.Athawale Chairman
2 A.S.Deokar Coordinator
3 Dr.M. A. Pradhan Member
4 Dr.D.P. Gaikwad Member
5 Dr.S.F.Sayyad Member
6 Dr.D.M.Ujalambkar Member
7 V V Waykule Exam Coordinator
8 S G Dhengre Industry Institute Interaction
Coordinator

Meeting Photographs:

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Department of Computer Engineering

PAQIC Meeting - 2

Academic Year :2022-23 Term : I

Date: 22/9/2022

Meeting Agenda:

1. Review of the last meeting (22/07/2022)

2. Impact analysis

3. Creation and completion of course files and personal files

4. CO PO PSO attainment in a variety of subjects

5. End of term, stakeholder, industry, and alumni input will all be considered

6. Industrial visit, Expert talks review

7. Teaching review (Syllabus Coverage)

8. Unit Test review

9. Test question paper review by the module coordinator

10. Review of the attendance and the defaulter list

11. Adherence to academic calendar

12. Recommendations for achieving PO, PSO of various subjects and measures for the academic year
2021–2022

The following decisions were taken:

1. Review of the last minutes of the meeting taken.
2. Planning expert /guest lectures and industrial visits for each subject should be the responsibility of
each faculty member.
3. For expert talks, industry visits, etc., impact analyses will be conducted.
4. The relevant module coordinator must review the course file and personal file.

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5. CO PO PSO attainment sheet of AY 2021-22 to be prepared.

6. Complete all documentation before the annual academic audit.
7. Annual report of AY 2021-22 to be completed.
8. All feedbacks to be taken.
9. The corresponding Module Coordinator must verify the question paper for the upcoming test as
discussed in the meeting in the prescribed manner.
10. To improve the attainment of CO, PO, and PSO for various subjects during the academic year 2021-
2022, it is recommended to conduct a thorough analysis of the curriculum and teaching methods. This
analysis can include a review of course objectives, learning outcomes, and assessment methods. To
identify areas that want development, it may also be useful to get input from both students and
teachers.
11. If the targets for achieving Co. PO and PSO for various subjects in AY 21–22 are successfully
achieved, it is recommended to increase the target values for the upcoming academic years. To do this,
a thorough analysis of the curriculum and teaching methods can be conducted to identify areas for
improvement and enhancement.
Following members were present for the meeting

Sr. Name of Member Designation

No.
1 Dr.S.V.Athawale Chairman
2 A.S.Deokar Coordinator
3 Dr.M. A. Pradhan Member
4 Dr.D.P. Gaikwad Member
5 Dr.S.F.Sayyad Member
6 Dr.D.M.Ujalambkar Member
7 V V Waykule Exam Coordinator
8 S G Dhengre Industry Institute Interaction
Coordinator

A.S.Deokar Dr.S.V.Athawale
Dept. Academic Coordinator HOD

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7.3 Improvement in Placement, Higher Studies and Entrepreneurship (10)

Placement: number, quality placement, core industry, pay packages etc.

1.Number
The number of placements is increasing year after year. Because of the pandemic, there was a
revolution in digitization, which provided computer engineering students with several opportunities to
work in the IT industry for a fair wage. Still, a significant number of students are guided and assisted
in achieving their desired career path, which includes placements in government and corporate sectors,
higher education, and entrepreneurship.
2.Quality placement
Placements are improving year after year as the maximum income offered in the software industry
rises. Industries of all levels are recruiting students, and students have a variety of options. Many
students are getting opportunities to join startups in order to get a feel and experience before starting
their own startups.
3.Core industry
Placements at core companies are improving, and students are being recruited by core industries with a
good reputation in the community. This gives students experience working with known multinational
corporation while also allowing good Small and medium-sized enterprises to recruit students on a
regular basis. This fosters trust between the industry and students. Internships are available in several
industries for students. This is forming a solid link, and mutual benefits are being reaped. Students can
design their career path in an organized manner and select relevant electives offered by the University.
Their choices are now more informed, guided, and experienced.
4.Pay packages
Pay packages are an essential factor in company selection, but students are also searching for
interesting employment and a good reputation in the community. As a result, many talented students
pursue advanced degrees or start their own businesses. Packages and incentives are increasing day by
day, and as the pandemic situation improves, recruiters with big wage packages are showing increased
interest.
CAY CAY CAY
Item
(2019-20) (2020-2021) (2021-2022)
Total No. of Final Year Students 133 150 141

No. of students placed in companies or

93 126 114
Government Sector
No. of students admitted to higher studies with
valid qualifying scores 05 09 03
(GATE or equivalent State)
No. of students turned entrepreneur
01 02 01
engineering/technology

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Assessment is based on improvement in:

● Placement: number, quality placement, core industry, pay packages etc.

Year Average Package (LPA)

2019-20 4.81
2020-21 5.5
2021-22 6.1

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Academic Year 2019-20

Sr Packages
Name Of Company
no (LPA)
1 Winjit Technologies 6.62
2 Hitachi Consulting 6.5
3 FIS Global 5
4 Arxxus 4.25
5 Hitachi Solutions 4
6 Teradata 3.9
7 Bitwise 3.8
8 Infosys 3.6
9 Coditas Technologies 3.6
10 Tata Consultancy Services 3.5
11 Bristlecon 3.5
12 Tupid Technologies 3.5
13 BirlaSoft(KPIT) Ltd. 3.25
14 Harbinger 3
15 I Research Services 3

Academic Year 2020-21

Sr no Name Of Company Packages
(LPA)
1 L&T Infotech 8
2 SAS Research & Development India Pvt. Ltd. 7.83
3 Hitachi Consulting 6.5
4 L&T Infotech 6.5
5 Accenture 6.5
6 Alphasense 6
7 T Systems 6
8 Genpact 6
9 FIS Global 5.22
10 Winjit Technologies Pvt. Ltd. 4.5
11 Amazon 4.5
12 Xoriant 4.5
13 Allscripts 4.5
14 Accenture 4.5
15 Extentia Information 4.5
16 Cognizant 4.5
17 Agiliad Technologies Pvt. Ltd. 4.25
18 Capgemini 3.8
19 Datamatica Solutions 3.8
20 Tech Mahindra 3.8
21 Infosys 3.6
22 Hexaware Technologies Limited 3.5
23 Mphasis 3.5
24 Tata Consultancy Services 3.36

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Academic Year 2021-2022

Annual
Sr no Name Of Company Pakage
(LPA)
1 FIS Global 8.7
FIS Solutions (India) Private
8.7
2 Limited
3 FISGLOBAL 8.7
4 FIS 8.2
5 Hashedin by Delloite 8.1
6 Hashedin by Delloite 8.1
7 Capgemini 7.5
8 Emerson 7.2
9 Cognizant 6.75
10 Datametica Solutions Pvt Ltd 6.5
11 FIS Global 5.7
12 JIO 5.7
13 FIS Global 5
14 LTI 5
15 Reval Analytics Solutions 5
16 Cybage Software 4.5
17 Datametica Solutions Pvt Ltd 4.5
18 Rudder Analytics 4.2
19 Cybage 4.1
20 Capgemini 4
21 Cognizant 4
22 Hexaware Technologies 4
23 Hexaware Technologies 4
24 Zensar 4
25 Zensar Technologies 4
26 Zensar Technology 4
27 Tata Consultancy Services 3.5
28 TCS 3.5
29 Wipro 3.5

● Higher studies: performance in GATE, GRE, GMAT, CAT etc., and admissions in premier
Institutions

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7.4 Improvement in the quality of students admitted to the program (10)

Assessment is based on improvement in terms of ranks/score in qualifying state level/national level

entrances tests, percentage marks in Physics, Chemistry and Mathematics in 12thStandard and percentage
marks of the lateral entry students.

Item CAY CAYm1 CAYm2

2019-20 2020-21 2021-22
National Level Entrance Examination No. of Students admitted 16 21 15
(JEE-Main
Entrance Examination) Opening Score/Rank 96 94 90
Closing Score/Rank 93 92 89
State/University/Level Entrance No. of Students admitted
121 118 121
Examination/Others
(MHT-CET Entrance Examination) Opening Score/Rank
98 98 97
Closing Score/Rank 70 93 94
No. of Students admitted
16 18 16
Name of the Entrance Examination for
Lateral Entry or lateral entry details Opening Score/Rank
88 93 96
Closing Score/Rank
83 92 95

Average CBSE/Any other Board Result of admitted students (Physics,

69 78 78
Chemistry Engineering Mathematics)

Table B.7.4

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CRITERION 8 FIRST YEAR ACADEMICS 50

8.1 First Year Student-Faculty Ratio (FYSFR) (5)

Data for first year courses to calculate the FYSFR:

Number of
Students Number of Faculty *Assessment = (5 ×20)/
(Approved Members (Considering FYSFR
Year FYSFR
Intake Fractional Load) (Limited to Max. 5)
Strength)

2021-22 660 29 23 4.35

2020-21 660 31 21 5

2019-20 660 33 20 5

Average 660 31 21 4.78

Table 8.1

*Note: If FYSFR is greater than 25, then assessment equal to zero.

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8.2 Qualification of Faculty Teaching First Year Common Courses (5)

Assessment of qualification = (5x +3y)/RF, x= Number of Regular Faculty with Ph. D, y = Number of
Regular Faculty with Post-graduate qualification RF= Number of faculty members required as per SFR
of 20:1, Faculty definition as defined in 5.1

Assessment of faculty
RF
Year x Y qualification (5x + 3y)/RF

2021-22 8 19 33 2.93
2020-21 7 17 33 2.60
2019-20 6 22 33 2.90
Average
2.81
Assessment

Table 8.2

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8.3 First Year Academic Performance (10)

Academic Performance = ((Mean of 1st Year Grade Point Average of all successful Students on a 10
point scale) or (Mean of the percentage of marks in First Year of all successful students/10)) x
(number of successful students/number of students appeared in the examination)= Successful students
are those who are permitted to proceed to the second year.

Total No.
Total No. of Total No. of Total No. of Total No. of
Sr. of Mean
A.Y. Clear Pass students in Fail successful API
No Appeared SGPA
Students ATKT Students Students
Students

1 2020-21 142 138 4 0 142 9.33 9.33

2 2019-20 138 126 12 0 138 7.61 7.61

3 2018-19 119 73 35 11 108 7.46 6.77

Average API: 7.9

Table 8.3: Average SGPA of all students clear passed and passed with ATKT student

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8.4 Attainment of Course Outcomes of first year courses (10)

8.4.1 Describe the assessment processes used to gather the data upon which the evaluation of
Course Outcomes of first year is done (5)

(Examples of data collection processes may include, but are not limited to, specific exam questions,
laboratory tests, internally developed assessment exams, oral exams assignments, presentations,
tutorial sheets etc.)
Process Details: Assessment of Course Outcome
Assessing course outcomes is an important part of evaluating the effectiveness of a course and determining
whether it has achieved its intended goals. This process is carried out using following steps:
1. Define the Course outcomes: The first step is to clearly define the course outcomes of the course using
Bloom’s Taxonomy. This includes identifying the specific knowledge, skills, and abilities that students
are expected to gain by the end of the course. For each course six Course Outcome statements are
defined.
2. Develop assessment tools: Once the course outcomes have been defined, the next step is to develop
assessment tools that measure whether students have achieved those outcomes.
3. Collect data: Collect data from students' performance on the assessment tools. This is done by grading
exams, quizzes etc.
4. Analyse data: Once data has been collected, it is analysed to determine how well students have achieved
the course outcomes.
5. Use data to improve the course: Finally, the data collected is used to identify areas where the course
could be improved.
Assessing course outcomes is an iterative process that involves continuous refinement and improvement. By
carefully defining course outcomes, developing appropriate assessment tools, and analysing data, course
teacher ensure that their courses are effective in achieving their intended goals.

Assessment Tools
Assessment tools are designed to evaluate the attainment of the course outcomes (COs). It is important to
select assessment tools that align with the specific COs of the course and to use multiple assessment tools to
provide a comprehensive evaluation of student learning. The assessment tools are chosen based on the
specific course outcomes being assessed and the teaching methods being used in the course.
The evaluation of the Course Outcome (CO) involves the use of both direct and indirect assessment tools,
with greater weightage assigned to the former. Specifically, 80% weightage is given to direct assessment
tools, which include both internal assessments (20%) and external assessments (80%). Meanwhile, indirect
assessment tools are assigned a weightage of 20%.

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The CO is assessed through a combination of direct and indirect methods, with greater emphasis placed on the
former. The performance of students in both internal and external assessments is taken into account, with
appropriate weightage assigned to each.

Figure B 8.4.1 a: Assessment tools and its weightage

Direct Assessment Tools:
The assessment of Course Outcomes (COs) is evaluated using direct assessment tools, which include internal
and external assessments. Internal assessments contribute 20% and external assessment contributes 80% to the
overall assessment of COs.
Theory:
Internal Tests and Assignments: In order to ensure that students are keeping up with the course content,
internal tests and assignments are used as effective measures of their progress. The course is divided into six
units, each of which is evaluated through a corresponding test. Additionally, three assignments are given, each
based on two units of the course. The questions in these assessments are designed in accordance with Bloom's
Taxonomy and are mapped to the specific Course Outcomes (COs) of the course. The department sets target
level for COs, against which the students' performance is evaluated.
External Assessment:
University Examination: The university conducts both in-semester and end-semester examinations to evaluate
students' understanding of the course contents. The in-semester examination covers two units of the course
and assesses two specific Course Outcomes (COs), while the end-semester examination covers the next four
units and evaluates the remaining four
COs. These examinations are designed to test students' knowledge and comprehension of the course contents,
as well as their ability to apply that knowledge to real-world situations.

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Practical
Internal Assessment: Lab courses offer students a valuable opportunity to gain hands-on experience in
applying the concepts they learn in class and to develop the skills necessary for success in their field of study.
To assess students' performance in these practical aspects of the course, a Continuous Assessment Sheet
(CAS) is used. This sheet evaluates several parameters, including regularity, quality of experiment write-ups,
and overall performance during each experiment. By using the CAS, teachers are able to track students'
progress and provide constructive feedback to help them improve their skills and understanding of the lab
work.
External Assessment:
Practical courses conclude in an end-semester examination, which are analysed in the form of a term work.
Through this examination, students are tested on their ability to apply the knowledge and skills they have
acquired throughout the course to practical scenarios. By employing a variety of assessment formats,
instructors are able to evaluate students' abilities from multiple perspectives.
To assess the achievement of Course Outcomes (COs), Program Outcomes (POs), and Program Specific
Outcomes (PSOs), a range of assessment tools are used at different intervals throughout the course. Table B
8.4.1 a presents a comprehensive overview of these assessment tools, including the frequency at which they
are administered. By utilizing a variety of methods to evaluate learning outcomes, course teachers are able to
gain a more complete understanding of students' knowledge and skills, and ensure that the curriculum is
meeting the desired standards.
Sr. Assessment Description Evaluation of Course Related Frequency of
No. Tool Outcomes POs/PSOs assessment per
term
Internal Assessment Tools
1. Test Written Questions in the test are Correspondin Six (One for
examination mapped against CO of g mapped each CO)
respective course. POs/PSOs
with the CO
2. Assignment Set of question Questions in the Correspondin Three (one for
to solve to assignment are mapped g mapped Two COs)
home. (Open against two CO of POs/PSOs
Book) respective course. with the COs
3 Continues Assessment of Based on the COs Correspondin For each
Assessment students mapped with the g mapped experiment/
Sheet (CAS) during experiments / POs/PSOs assignment
practical assignments with the COs during practical.
External Assessment Tools
4 In-Sem Exam Written Questions in the exam Correspondin One (Mid of the
examination are mapped against COs g mapped Term)
corresponds to first two POs/PSOs
units of respective with the COs
course.

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5 End-Sem Exam Written Questions in the exam Correspondin One (End of the
examination are mapped against Cos g mapped Term)
corresponds to the next POs/PSOs
four units of the with the
respective course. remaining
four COs
6 Term Work Based on the Based on the COs Correspondin One (End of the
continues mapped with the g mapped Term)
assessment experiments / POs/PSOs
during Assignments with the COs
practical
sessions –CAS
is used
Table – B 8.4.1 a: Mapping of assessment tools to COs, POs/PSOs with frequency

Indirect assessment tool – Course End Survey

A course end survey is a feedback tool used to gather information from students at the conclusion of a course.
Its purpose is to assess the effectiveness of the course. Typically administered in the final week of the course,
the survey covers course content in the form of CO statements.
To be effective, course end surveys are well-designed and focused on relevant and meaningful questions.
Course teacher carefully analyse the results of the survey and make necessary changes to their course design
and teaching methods based on the feedback received.

The weightage assigned to the indirect assessment tool in CO attainment highlights its importance in
evaluating the effectiveness of the course design and teaching methods. By using this feedback to make
informed decisions about course improvements, Course teacher ensure that future iterations of the course are
even more effective in helping students achieve their learning goals.

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8.4.2 Record the attainment of Course Outcomes of all first year courses (5)

Program shall have set attainment levels for all first year courses.

(The attainment levels shall be set considering average performance levels in the university examination or any
higher value set as target for the assessment years. Attainment level is to be measured in terms of student
performance in internal assessments with respect the COs of a subject plus the performance in the University
examination)

Evaluation of CO Attainment by Direct Assessment Tool

The evaluation of course outcome (CO) attainment by assessment tool involves a systematic process of
collecting and analysing data to determine the extent to which the course objectives have been met. The
following steps are taken for this evaluation:
a) Choose an appropriate assessment tool: There are various internal and external assessment tools that
are used. The choice of tool is aligning with the objectives and course outcomes of the course.
b) Determine assessment criteria: The assessment criteria are clearly defined and communicated to
students. This will help to ensure that students understand what is expected of them and how their
performance will be evaluated.
c) Administer assessment: The assessment tools are administered in a fair and consistent manner.
d) Analyse results: The results of the assessment should be analysed to determine the extent to which the
course objectives have been met. This analysis should take into account the strengths and weaknesses of the
students and the course. This analysis can be used to inform future instructional strategies and to improve the
course content.
e) Evaluate the effectiveness of the assessment: It is important to evaluate the effectiveness of the
assessment to determine if it has been successful in achieving its intended purpose. This evaluation may
involve soliciting feedback from students or conducting a review of the assessment process.
Internal assessment tools consist of Test, Assignment, Continuous Assessment Sheet for Practical (CAS) to
evaluate CO attainment level.

Figure B 8.4.2 a: Internal assessment tools

External assessment tools consist of university examination such as In-Sem Exam, End Semester Exam, Term
work.

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Figure B 8.4.2 b: External assessment tools

Attainment Levels
Attainment levels for Course Outcomes (COs) are a measure of students' achievement in meeting the course
objectives. These levels are assessed using a variety of tools, and the attainment level may be stated as a
percentage of students expected to achieve a certain threshold of marks. The attainment level is then measured
as the actual percentage of students who meet or exceed the set threshold.
The defined attainment levels are;
Attainment Level 1: 20% to less than 60% students scoring more than 60% marks out of the relevant
maximum marks.
Attainment Level 2: 60% to less than 70% students scoring more than 60% marks out of the relevant
maximum marks.
Attainment Level 3: More than 70% students scoring more than 60% marks out of the relevant maximum
marks.

Mapping of Assessment Tools and Cos

Mapping assessment tools and COs is an important part of the assessment process and can help to ensure that
student performance is evaluated consistently and effectively.
Mapping of assessment tools and course outcomes (COs) involves identifying which assessment tools are
appropriate for evaluating specific COs. This process ensures that the assessment tools align with the intended
learning outcomes and measure the desired knowledge, skills, and abilities. This process also helps to ensure
that the assessment methods are valid and reliable, and that they provide accurate and meaningful information
about student learning.

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Weighted average method

The weighted average method is a technique used to calculate the CO attainment from attainment values by
tools. To use the weighted average method, weights are assigned to each tool based on maximum marks
assigned to it, its relative importance, contribution to the overall attainment.
The steps involved in using the weighted average method to calculate CO attainment are as follows:
i. Decide on the assessment tools to be employed in calculating CO attainment.
ii. Establish the level of attainment for each tool used in the process, which will be measured on a scale of 1
to 3.

iii. Assign weights to each tool based on its Maximum Marks. The weight for each tool will be calculated as
the ratio of its Maximum Marks to the total marks assigned to all selected tools for calculating CO attainment.
iv. Multiply each tool's level of attainment by its corresponding weight
v. Sum up the weighted attainment values for all the tools to get CO attainment.
For example, if three tools are used with maximum marks assigned as 20, 30, 40 (Total Maximum Marks =
90), and the CO attainment values for the tools are 2, 1, and 3, weights assigned as (20/90), (30/90) and
(40/90), respectively, based on the maximum marks for each tool in measuring the CO attainment.
To calculate the weighted average CO attainment, following formula is used:
Weighted average CO attainment = (Tool 1 attainment * Weight 1) + (Tool 2 attainment * Weight 2) + (Tool
3 attainment * Weight 3) + ...
In the example above, the weighted average CO attainment would be:
Weighted average CO attainment = (2 * 20/90) + (1 * 30/90) + (3 * 40/90) = 2.11
Therefore, the weighted average CO attainment for the three tools is 2.11.
Let's take an another example of a course that has six Course Outcomes (CO.1 to CO.6), and for each CO,
specific assessment tools are used along with their corresponding maximum marks (Mi), as shown in the table
below. Based on the performance of students and target values, CO attainment levels can be determined for
each assessment tool as Ai.

Table B 8.4.2 a: Mapping of Cos with Assessment Tools

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Since different assessment tools are used to evaluate each Course Outcome, the average attainment of each
CO will depend on the attainment level obtained from each tool. For instance, the average attainment level of
CO.1 will depend on the attainment levels obtained through various internal assessment tools, such as Test 1,
Assignment 1, and CAS, as well as external assessment tools, such as In-Sem, End Sem, and Term work. If an
assessment tool is used for multiple COs, the maximum marks can be distributed equally among those COs.
For example, if Assignment 1 is used as an assessment tool for CO.1 and CO.2, the maximum mark can be
distributed equally between both COs, i.e., M3/2 for each CO. When calculating the attainment levels for
external tools, such as End Sem Exam, CO-wise mark distribution should be considered. Additionally, the
average CO attainment for internal tools and external tools should be calculated separately.

Average CO Attainment for particular CO using multiple assessment tools can be calculated as Ʃ

Table B 8.4.2 b: CO Attainment calculations for Internal Assessment Tools

Table B 8.4.2 c: CO Attainment calculations for External Assessment Tools

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The CO attainment level by direct tools is calculated by giving 20% weightage to the average CO attainment
level obtained from internal assessment tools and 80% weightage to the average CO attainment level obtained
from external assessment tools.
CO attainment for CO1 = 0.2 X Aint + 0.8 X Aext
CO Attainment Level by Indirect Assessment Tool
Mapping the survey questions to the COs enables course teacher to better understand the degree to which
students have achieved the desired course outcomes. Standardizing the survey form ensures consistency
across different courses, while a rating scale allows for a more nuanced and detailed assessment of student
performance.
At the end of each course, a customized survey form is created with questions directly linked to the Course
Outcomes (COs). Responses to these questions are collected through forms that typically use a 1-3 scale (with
low to high ratings). Average of all the responses to respective CO is consider as CO attainment. The data is
then used to compute the indirect CO attainment, which is given a weightage of 20% in the overall CO
attainment assessment.
Overall CO Attainment Level for Course
To evaluate and assess COs, multiple tools are used, including direct assessment tools such as internal
assessment and external assessment tools (university exams). When calculating CO attainment using direct
assessment tools, 20% weightage is given to internal assessment tools, and 80% weightage is given to external
assessment tools.
The weightage for CO attainment by direct assessment tools is 80%, while the weightage for the indirect
assessment tool (Course End Survey) is 20%.
Thus, CO attainment using all the tools is

Figure B 8.4.2 c: External assessment tools

Target for CO attainment
Target for CO attainment refers to the desired level of achievement or proficiency that a student is expected to
reach for a particular course outcome (CO). It is should be set by the department offering the course, and it
serves as a benchmark for evaluating the effectiveness of the course in achieving its intended learning
outcomes.
By setting clear targets for CO attainment, course teacher and institutions can monitor student progress and
make adjustments to the course as needed to ensure that students are meeting the desired learning outcomes.

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Action upon CO attainment values

• All of CO targets are not attained
Corrective actions are taken based on the CO attainment values in order to improve the quality of education
provided. If the attainment value for all COs is consistently low, it indicates that students are not achieving the
expected learning outcomes for COs. In this case, the following corrective actions can be taken:
a) Teaching methodology: Teaching methodology can be evaluated and revised to ensure that it is effective
and aligns with the COs. This could involve adopting new instructional methods or revising existing ones to
better support student learning.
b) Assessment tools: Assessment tools can be reviewed and revised to ensure they accurately measure student
learning and achievement of the COs. This could involve creating new assessment tools or revising existing
ones to better align with the COs.
c) Faculty development: Faculty can be provided with professional development opportunities to enhance
their teaching skills and keep up with the latest pedagogical techniques and strategies.
d) Learning resources: The availability and accessibility of learning resources can be improved to better
support student learning and achievement of the COs.
e) Student support services: Student support services can be improved to provide additional assistance to
students who may be struggling to achieve the COs.
By taking these corrective actions, the attainment of COs is improved, and the overall quality of education
provided can be enhanced. In this case maintain the same CO targets.
• Some of CO targets are not attained
When deciding whether to change CO targets for the next academic year based on the attainment values, it is
important to consider multiple factors. Here are some suggestions for improving this approach:
a) Analyze the distribution of CO attainment values: It's important to analyze the distribution of CO
attainment values to identify any gaps or areas of improvement. For example, if some COs are consistently
below the target value while others are above it, it may be more effective to focus on improving the
performance in the weaker areas before changing the target value for COs.
b) Consider the difficulty level of COs: The difficulty level of COs can vary, and some COs may be more
challenging than others. Therefore, it's important to consider the difficulty level of COs when deciding
whether to increase the target value. COs that are already at a high level of attainment may not require an
increase in the target level, whereas those that are below the target level and have higher difficulty levels may
require more attention.
c) Align CO targets with program and industry standards: CO targets should be aligned with the program and
industry standards to ensure that students are adequately prepared for their future careers.
By taking these factors into consideration, course teacher can make informed decisions about whether to
increase the CO target values based on attainment values, and if so, how much to increase them. This
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approach can help ensure that CO targets are tailored to the needs of the learners and the demands of the
industry, while also providing students with the necessary skills and competencies.
• All of CO targets are attained
When all CO targets are attained, it is important to reassess the CO targets and set new targets for the next
academic year. Here are some suggestions to improve this process:
a) Analyze the CO attainment values: Before setting new CO targets, it is important to analyze the CO
attainment values to identify areas of strength and areas for improvement. This analysis can help inform the
setting of new targets that are challenging and realistic.
b) Consider industry and program standards: CO targets should be aligned with industry and program
standards to ensure that students are well-prepared for their future careers. Therefore, it is important to
consider these standards when setting new CO targets.
d) Use a data-driven approach: Setting new CO targets based on the average of all CO attainment values may
be the one of the approaches. Instead, a data-driven approach that takes into account the distribution of CO
attainment values and the difficulty level of each CO can help ensure that new targets are appropriately
challenging and achievable.
By following these suggestions, educators can set new CO targets that are tailored to the needs of the learners
and the demands of the industry. This can help ensure that students are well-prepared for their future careers
and have the necessary skills and competencies to succeed.
• CO attainment values at Maximum Level (nearly equal to 3.00)
When CO attainment values are already at the maximum level, further improvements can still be made to the
course outcomes by adopting the following strategies:
a) Increase the level of challenge: When the attainment level is already at the maximum, one way to improve
the COs is to increase the level of challenge for the students. This can be achieved by adding more complex
and advanced course content, assessments, and/or projects. By doing this, students can continue to learn and
grow even if they have already reached the maximum attainment level.
b) Update the criteria for attainment level: When the attainment level is already at the maximum, it may be
necessary to update the criteria for the attainment level to ensure that it remains challenging and relevant.
For example, new target value and criteria can be,
Attainment Level 1: 20% to 60% students scoring more than 65% marks out of the relevant maximum
marks.
Attainment Level 1: 40% to 70% students scoring more than 60% marks out of the relevant maximum marks.
By adopting these strategies, course teacher continues to improve the course outcomes even when the
attainment level is already at the maximum. It is important to remember that course outcomes should be
designed to provide students with the knowledge, skills, and competencies.
Course Outcome of all FE courses are listed in table below:
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Attainment of Course Outcomes of all first year courses

ACADEMIC YEAR 2020-21

Course
Subjects CO 1 CO 2 CO 3 CO 4 CO 5 CO 6
Code

Engineering 2.97 2.97 2.97 2.97 2.97 2.97

107001
Mathematics - I

107002 Engineering Physics 2.94 2.94 2.94 2.94 2.94 2.94

2.9 2.9 2.9 2.9 2.78 2.9

102003 SME

103004 Basic Electrical Engineering 2.96 2.96 2.96 2.96 2.96 2.96

2.965 2.965 2.965 2.965 2.965 2.965

110005 PPS

111006 Workshop Practices 2.96 2.96 2.96 2.96

107008 Engineering Mathematics II 2.96 2.96 2.96 2.96 2.96 2.96

107009 Engineering Chemistry 2.845 2.845 2.845 2.845 2.94 2.94

Basic Electronics 2.93 2.93 2.93 2.93 2.93 2.93

104010
Engineering

101011 Engineering Mechanics 2.94 2.94 2.82 2.94 2.94 2.94

102012 Engineering Graphics 2.015 1.9 1.875 1.875 1.995 1.995

110013 PBL 2.96 2.96 2.96 2.96 2.96 2.96

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8.5 Attainment of Program Outcomes from first year courses (20)

8.5.1Indicate results of evaluation of each relevant PO and/or PSO, if applicable (15)

The relevant program outcomes that are to be addressed at first year need to be identified by the institution.
Program Outcome attainment levels shall be set for all relevant POs and/or PSOs through first year courses.
(Describe the assessment processes that demonstrate the degree to which the Program Outcomes are attained
through first year courses and document the attainment levels. Also include information on assessment
processes used to gather the data upon which the evaluation of each Program Outcome is based indicating the
frequency with which these processes are carried out)
Assessment of program outcomes (POs) and program-specific outcomes (PSOs) is an essential part of the
evaluation and improvement of academic programs.
In outcome-based education, program outcomes (POs) serve as a guide for curriculum design, delivery, and
assessment of student learning. To ensure alignment, a "design down" process is employed, where outcomes
are cascaded from POs to Course Outcomes (COs) and outcomes for individual learning experiences.
To connect high-level learning outcomes (POs) with course content, course outcomes, and assessment, there
is a need to bring further clarity and specificity to the program outcomes. This can be achieved through a two-
step process of identifying competencies and defining performance indicators (PIs). Competencies are
different abilities implied by program outcome statements, while PIs are explicit statements of expectations of
student learning.
Once the competencies and PIs are identified, the assessment of COs for all courses is designed by connecting
assessment questions to the PIs. By following this process, where examination questions map with PIs, there
is better resolution for the assessment of COs and POs. Ultimately, the achievement of POs is crucial for the
effectiveness of the program and needs to be proven through accurate and reliable assessments.
Assessing POs and PSOs typically involves gathering evidence of student learning, analysing that evidence,
and using it to improve teaching and learning. The key steps involved in the assessment process:
1. Develop assessment criteria: Develop criteria for assessing program outcomes and PSOs. The
criteria are measurable, observable, and achievable. This includes developing rubrics or other
assessment tools that allow for objective and consistent evaluation.
2. Collect data: Collect data on student performance related to program outcomes and PSOs. This
includes assessments of student work, surveys of student.
3. Analyse data: Analyse the data to assess how well the program is meeting its outcomes and PSOs.
This include comparing student performance to the established criteria and identifying areas of
strength and weakness.
Use results for improvement: Use the results of the assessment to identify areas where improvement is needed
and develop strategies to address these areas. This involves changes teaching methods, or assessment methods
or providing additional resources to students to help them meet the Program Outcomes and PSOs.

PO and PSO Assessment tools

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PO (Program Outcomes) and PSO (Program Specific Outcomes) assessment tools are used to evaluate the
overall effectiveness of a program and to ensure that it meets the required standards.

There are various tools and techniques that can be used to assess POs and PSOs, some of which include:
a) Direct assessment tools: These tools assess the students’ achievement of POs/PSOs through internal
and external assessment. Internal assessment tools include assignments, test, CAS, etc. whereas external
assessment tools include university theory exams, Project etc. Direct assessment tools are used to measure
students’ performance against the pre-defined performance indicators.
b) Indirect assessment tools: These tools evaluate the effectiveness of the program in terms of student
satisfaction, feedback, and perception. Indirect assessment tools include surveys. Exit surveys are conducted
with graduating students to evaluate the overall effectiveness of the program. Exit surveys can provide
feedback on areas of strength and areas for improvement.
The tools used for assessment of POs/PSOs are same which are used for assessment of COs. These tools are
defined in Table – B 8.4.1 a.

Figure B 8.5.1 a: PO/PSO assessment tools

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The steps taken are

1. Weightage Distribution: A balanced distribution of weightage is used for direct and indirect
assessment methods. A suggested distribution is 80% weightage for direct assessment and 20%
weightage for indirect assessment, as both methods have their own strengths and limitations.
2. Direct Assessment: Direct assessment of POs and PSOs is based on the attainment of COs, where COs
are mapped to POs and PSOs.
3. Indirect Assessment: Indirect assessment of POs and PSOs is conducted through surveys targeting
different stakeholders. These surveys include graduate exit survey, employer survey, parent survey,
and alumni survey. The weightage for each survey is equal.

Attainment Levels of POs/PSOs

The various direct assessment tools used to evaluate COs, PO/PSOs and the frequency with which the
assessment processes are carried out are listed in Table – B 8.4.1 a.
Tools used to evaluate PO/PSO attainment are same as that of CO attainment. Attainment Levels for internal
as well as external assessment tools are also same for PO/PSO attainment and defined as;
Attainment Level 1: 20% to 60 % students scoring more than 60% marks out of the relevant maximum
marks.
Attainment Level 2: 60% to 70 % students scoring more than 60% marks out of the relevant maximum
marks.
Attainment Level 3: More than 70% students scoring more than 60% marks out of the relevant maximum
marks.
In order to assess attainment levels of program outcomes (POs) and program-specific outcomes (PSOs), the
same tools and criteria used to define course outcomes (COs) attainment levels are applied. As a result, the
attainment levels of COs are used to calculate the attainment levels of PSOs and POs. Direct assessment of
PSOs and POs is based on the attainment levels of COs and the degree of correlation between them.
Sample calculation for PO/PSO attainment is described in following three steps:
Step – 1
CO Attainment and CO – PO/PSO mapping is defined for course by correlation level low to high (1 to 3).

Table B 8.5.1 a: CO - PO Mapping

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Step – 2
The program-specific outcome (PSO) or program outcome (PO) attainment is based on the level of mapping
between the POs and course outcomes (COs) and the CO attainment level.
Direct PO/PSO attainment is calculated using following formula:

PO/PSO attainment = (Level of Mapping of PO with CO X CO attainment Level) / 3

Table B 8.5.1 b: PO/PSO Attainment Calculations

Step – 3
Direct PO/PSO attainment is evaluate by taking average of PO/PSO attainment by each CO attainment.

Table B 8.5.1 c: Average PO/PSO Attainment by Course

Using direct tools to assess PO/PSO attainment provides objective evidence of students' learning outcomes
and helps department to identify areas for improvement in the program. Additionally, it allows for a more
accurate evaluation of the effectiveness of the program's curriculum, instructional methods, and teaching
strategies.

Attainment of POs/PSOs through Indirect Tools

Indirect tools provide valuable information about students' perceptions of their learning experiences and the
extent to which they perceive that they have achieved program outcomes.
While indirect tools have limitations, they can provide valuable insights into students' experiences and
perceptions of the program, as well as how well it aligns with the needs of employers and the community.

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By combining direct and indirect tools, department gain a more comprehensive understanding of the
program's effectiveness in achieving its intended learning outcomes.
Graduate Exit Survey, Employer Survey, Parents Feedback and Alumni Survey are conducted at the end of
program and equal weightage is given each.
The department conducts surveys using a relevant questionnaire in order to assess the attainment of Program
Outcomes (POs) and Program Specific Outcomes (PSOs). The questionnaire provides 5 response options,
namely Excellent, Very Good, Good, Average, and Poor, which are assigned scores of 5, 4, 3, 2, and 1,
respectively. The survey results are then tabulated, and the average scores for each PO and PSO are
calculated. To determine the attainment level for each PO and PSO, the average score is converted to a scale
of 0 to 3.
For indirect PO/PSO attainment 20% weightage is given.
Total PO/PSO attainment is calculated as:
Direct Attainment by all courses X 0.8 + Indirect Attainment X 0.2

ACADEMIC YEAR 2020-21 PO Mapping Matrix

S
r.
Cour Course PO PO PO PO PO PO PO PO PO PO PO PS PS PS
N PO1
se Title 2 3 4 5 6 7 8 9 10 11 12 O1 O2 O3
o
.
1070 3 2 1 1
1 EM-I 1 1
01

Engineer 2 1 1 1 1
1070
2 ing.
02
Physics

Systems 2 1 1 1
in
1020 Mechani
3
03 cal
Engineer
ing

Basic 2 1 1 1
Electrica
1030
4 l
04
Engineer
ing

Program 1.25 2 1.6 1 1 1 1 1

ming
1100
5 and 1.16 1
05
Problem
Solving

1110 Worksho 1 1 1 1 1
6
06 p

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1070 3 2 1 1
7 EM-II 1 1
08

Engineer 2.33 2 1 1 1 1
1070 ing
8
09 Chemist
ry

Basic 2 1 1 1 1 1
Electron
1040
9 ics 1
10
Engineer
ing

Engineer 2 2 1 1 1
1 1010 ing
0 11 Mechani
cs

Engineer 1.5 1.5 1 1

1 1020
ing
1 12
Graphics

Project 2.33 1.33 1 2.5 1 1 2 1 1 1

1 1100
Based 1.16 1 1.16
2 13
Learning
Direct Attainment 2.03 1.49 1.07 1.00 1.17 1.00 1.00 1.00 1.33 1.00 1.00 1.00
1.05 0.98 1.04
Target*

Contributing Subjects 12 12 9 1 9 2 4 1 3 7 1 4 5 2 3

Attainment Matrix

A.Y- 2020--21 CO-PO Attainment Matrix

S
r.
Cour Course PO PO PO PO PO PO PO PO PO PO PO PS PS PS
N
se Title PO1 2 3 4 5 6 7 8 9 10 11 12 O1 O2 O3
o
.
1070 2.97 1.98 0.99 0.99 0.99 0.99
1 EM-I
01

Engineeri 1.96 0.98 0.98 0.98 0.98

1070
2 ng.
02
Physics

Systems 1.92 0.97 0.97 0.96

in
1020 Mechanic
3
03 al
Engineeri
ng

4 1030 Basic 1.48 1.48 0.98 0.98

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04 Electrical 5 5
Engineeri
ng

Programm 1.23 1.97 1.58 0.99 0.99 0.99 0.99 0.99 1.15 0.99
1100 ing and 5
5
05 Problem
Solving

1110 0.99 0.99 0.99 0.99 0.99

6 Workshop
06

1070 2.96 1.97 0.99 0.99 0.99 0.99

7 EM-II
08

Engineeri 2.24 1.94 0.96 0.96 0.96 0.96 0.95 0.96

1070 5 5
8 ng
09
Chemistry

Basic 1.96 0.98 0.98 0.98

Electronic
1040
9 s
10
Engineeri
ng

Engineeri 1.94 1.94 0.98 0.98

1 1010 ng 5 5
0 11 Mechanic
s

Engineeri 1.29 0.66 0.49 0.65

1 1020 9 367 367 2
ng
1 12
Graphics

Project 2.35 1.32 0.99 2.47 0.99 0.99 1.97 0.99 0.99 1.15 0.99 1.15
1 1100 5
Based
2 13
Learning

Direct Attainment * 1.94 1.43 1.06 0.99 1.17 0.99 0.88 0.99 1.31 0.93 0.99 0.99 1.05 0.98 1.04

Contributing Subjects 12 12 11 11 11 11 12 11 11 12 11 11 11 12 12

Table 8.5.1
* Direct attainment level of a PO is determined by taking average across all courses addressing that PO. Fractional
numbers may be used for example 1.55.

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8.5.2 Actions taken based on the results of evaluation of relevant POs (5)

(The attainment levels by direct (student performance) are to be presented through Program level Course-PO matrix as
indicated)

PO Attainment Levels and Actions for improvement - CAY – Mention for relevant PO’s

ACADEMIC YEAR 2020-21

Target
PO’s Attainment Level Observations
Level
PO1: Engineering knowledge: Apply the knowledge of mathematics, science, engineering
fundamentals, and an engineering specialization to the solution of complex engineering problems.

PO1 2.03 1.94 Attainment is 95.57% of target Value

Action
Conduct Expert Lecture & Extra Test/Quiz to enhance basic engineering knowledge.
1
Action
Provide a question bank to improve engineering knowledge.
2
Action
Encourage students to choose interdisciplinary problems in Project Based Learning
3
PO2: Problem analysis: Identify, formulate, review research literature, and analyze complex
engineering problems reaching substantiated conclusions using first principles of mathematics,
natural sciences, and engineering sciences.

PO2 1.49 1.43 Attainment is 95.97% of target Value

Action
To give more problems to improve understanding of the subject.
1
PO3: Design/development of solutions: Design solutions for complex engineering problems and
design system components or processes that meet the specified needs with appropriate consideration
for the public health and safety, and the cultural, societal, and environmental considerations.

PO3 1.07 1.06 Attainment is 99.07% of target Value

Action
Organize an industrial visit to get familiar with engineering problems
1
Action
Students are encouraged to take on projects related to societal and environmental considerations.
2
PO4: 4. Conduct investigations of complex problems: Use research-based knowledge and research
methods including design of experiments, analysis and interpretation of data, and synthesis of the
information to provide valid conclusions.

PO4 1 0.99 Attainment is 99% of target Value

Action1 To Set Higher Target Value

PO5: Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern
engineering and IT tools including prediction and modeling to complex engineering activities with an
understanding of the limitations.

PO5 1.17 1.17 Target Achieved.

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Effective utilization of modern tools like VLab, Agile basics, Google Quiz, Ppt YouTube videos,
Action1
Google Websites, Nptel Video Lectures, M.S Teams.
Action2 To facilitate students for using modern online simulation software
PO6: The engineer and society: Apply reasoning informed by the contextual knowledge to assess
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the
professional engineering practice.

PO6 1 0.99 Attainment is 99% of target Value

Action Activities related to techno-social and project based learning to be organized through NSS and
1 student chapters.
PO7: Environment and sustainability: Understand the impact of the professional engineering
solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for
sustainable development.

PO7 1 0.88
Attainment is 88% of target Value

Action Awareness through Lab Activity and Field Visit to explore the knowledge of Environment &
1 Sustainability
PO8: Ethics: Apply ethical principles and commit to professional ethics and responsibilities and
norms of the engineering practice.

PO8 1 0.99 Attainment is 99% of target Value

Action
Organize expert lectures/ motivational talk to overcome above observation
1
PO9: Individual and team work: Function effectively as an individual, and as a member or leader in
diverse teams, and in multidisciplinary settings.

PO9 1.33 1.31 Attainment is 98.5% of target Value

Action
Evaluation of student performance through Group activities/presentations.
1
PO10: Communication: Communicate effectively on complex engineering activities with the
engineering community and with society at large, such as, being able to comprehend and write
effective reports and design documentation, make effective presentations, and give and receive clear
instructions.

PO10 1 0.93 Attainment is 93% of target Value

Action Encouraging students through mentoring to improve verbal & written communication through
1 practical activities/Group Discussion/Presentations/Reports.
PO11: Project management and finance: Demonstrate knowledge and understanding of the
engineering and management principles and apply these to one’s own work, as a member and leader
in a team, to manage projects and in multidisciplinary environments.
PO11 1 0.99 Attainment is 99% of target Value

Action To create awareness among the students about project management principles while writing
1 project reports.
PO12: Life-long learning: Recognize the need for, and have the preparation and ability to engage in
independent and life-long learning in the broadest context of technological change.

PO12 1 0.99 Attainment is 99% of target Value

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Action
More number of self learning assignments to be given.
1
Action
Students are to be encourage to join and participate student professional chapter activities.
2
Table B.8.5.2

ACADEMIC YEAR 2020-21

Target
PSO’s Attainment Level Observations
Level

PSO1: Students are able to devise, analyze and implement algorithms

PSO 1 1.06 1.05 Attainment is 99.06% of target Value

Action Students are given more assignments on implementation of algorithms.

1
PSO2: Students are able to exhibit their IT based knowledge for the development of society

PSO 2 1 0.98 Attainment is 98% of target Value

Action
Students are guided to participate in various online certification courses.
1
PSO3: Enhance communication and leadership skills to get good position in National and
International Organizations
PSO 3 1.06 1.04 Attainment is 98.11% of target Value
Guidance sessions are planned to make students mentored for various state and national level
Action
compactions.

ANNEXURE I:

PROGRAM OUTCOMES (POs) Engineering Graduates will be able to:

1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals,

and an engineering specialization to the solution of complex engineering problems.
2. Problem analysis: Identify, formulate, review research literature, and analyze complex
engineering problems reaching substantiated conclusions using first principles of mathematics,
natural sciences, and engineering sciences.
3. Design/development of solutions: Design solutions for complex engineering problems and
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and environmental
considerations.
4. Conduct investigations of complex problems: Use research-based knowledge and research
methods including design of experiments, analysis and interpretation of data, and synthesis of

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the information to provide valid conclusions.

5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern
engineering and IT tools including prediction and modeling to complex engineering activities
with an understanding of the limitations.
6. The engineer and society: Apply reasoning informed by the contextual knowledge to assess
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to
the professional engineering practice.
7. Environment and sustainability: Understand the impact of the professional engineering
solutions in societal and environmental contexts, and demonstrate the knowledge of, and need
for sustainable development.
8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and
norms of the engineering practice.
9. Individual and team work: Function effectively as an individual, and as a member or leader
in diverse teams, and in multidisciplinary settings.
10. Communication: Communicate effectively on complex engineering activities with the
engineering community and with society at large, such as, being able to comprehend and write
effective reports and design documentation, make effective presentations, and give and receive
clear instructions.
11. Project management and finance: Demonstrate knowledge and understanding of the
engineering and management principles and apply these to one’s own work, as a member and
leader in a team, to manage projects and in multidisciplinary environments.
12. Life-long learning: Recognize the need for, and have the preparation and ability to engage in
independent and life-long learning in the broadest context of technological change.

***

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CRITERION 9 STUDENT SUPPORT SYSTEMS 50

9.1 Mentoring system to help at individual level (5)

Counselling and Mentoring encompasses a broad set of skills, approaches and techniques that are essentially
aimed at helping students with problem solving, problem management, resolving past issues, working towards
developmental aims and goals for the future, which include improving performance and meeting career and
personal aspirations.

Mentoring Process
The counselling and mentoring process is developed 1. To help students to overcome emotional challenges, 2.
To assist a student to know him/herself better his/her interest, abilities, attitudes and opportunities, 3. To work
out a plan (behavioural therapy) for solving his difficulties. 4. To assist students in planning for career
choices.
Functioning:
● Each faculty acts as a mentor in the counselling & mentoring process.

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● A mentor is responsible for guiding about 20 students of a class.

● The mentor listens to the problems of the mentee, both academic and personal which hinder their learning
abilities.
● In the mentoring sessions, students raise their difficulties/problems regarding academics/general
facilities/hostel facilities with their respective mentors.
● If the mentor/course coordinator/GFM/HOD observes or finds a student who needs professional
counselling, his case is forwarded to the Professional Counselling agency through the Counselling &
Mentoring Coordinator.
Post Counselling:
● Feedback and Behavioural improvements are observed from the student seeking professional counselling.
● Record of a case study report is asked from the mentor mentioning the positive changes and improvement
observed for the student.

Role of Department Mentor Coordinator:

● To distributes required formats to the department mentors.

● To maintain the list of the students and respective mentors.
● To monitor the records of mentors on regular base and report to the HOD.
● To collect the records from all the mentors at the end of every semester & retain in the department.
● To handover the mentor records of earlier semester to next mentors at the beginning of semester through
HOD
● To conduct the meeting once in the month within department and maintain the minutes.

Roles and Responsibilities of Mentors:

● To collect the list of allotted students and formats for updating the students’ record.
● To collect the “Student Information” from the respective GFM.
● To establish the contact with the parents through telephonic discussion, appraise them about the
development of their ward.
● Conduct meeting with students fortnightly.
● To act as a Counsellor, Guide and Philosopher of the student.
● To encourage the student to have open dialogue.
● To record the observations about student viz. achievements, doubts, fears, grievances, etc.
● To evaluate the student’s ability, strengths and weaknesses.
● To help the student to overcome their weaknesses and strengthen the abilities to excel in his/her defined
objectives.
● To submit the files complete on all respect to HOD at the end of term.
● To update student’s information on ERP.
● To report the weak cases to the Students Counselling Cell, as well as those cases wherever special
assistance is required, through HOD.

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Mentor-Mentee Allotment (A Sample copy)

DEPARTMENT OF COMPUTER ENGINEERING
Academic Year 2021-2022, TERM-I
Frequency of Meeting: 15 days
Sr. No Class Batch Name of Faculty Number of Students

1 SE SE/I/A M M Swami 27

2 SE/I/B S F Sayyad 27

3 SE/I/C S G Dhengare 26

4 SE/II/A S SJadhav 25

5 SE/II/B R S Dudhmal 25

6 SE/II/C A M Jagtap 27

7 TE TE/I/A V V Waykule 28

8 TE/I/B S R Nalamwar 28

9 TE/I/C A J Kadam 28

10 TE/II/A S J Pachouly 26

11 TE/II/B A S Deokar 26

12 TE/II/C M M Phadatare 26

13 BE BE/I/A N A Rai 25

14 BE/I/B D M Ujlambkar 24

15 BE/I/C A M Jagtap 24

16 BE/II/A S SKolte 23

17 BE/II/B M P Deshmukh 23

18 BE/II/C N R Talhar 22

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Academic Year 2021-2022, TERM-II

Frequency of Meeting: 15 days

Sr. No Class Batch Name of Faculty Number of Students

1 SE SE/I/A M M Swami 27

2 SE/I/B S F Sayyad 27

3 SE/I/C S G Dhengare 26

4 SE/II/A S SJadhav 25

5 SE/II/B R S Dudhmal 25

6 SE/II/C A M Jagtap 27

7 TE TE/I/A V V Waykule 28

8 TE/I/B S R Nalamwar 28

9 TE/I/C A J Kadam 28

10 TE/II/A S J Pachouly 26

11 TE/II/B A S Deokar 26

12 TE/II/C M M Phadatare 26

13 BE BE/I/A N A Rai 25

14 BE/I/B D M Ujlambkar 24

15 BE/I/C A M Jagtap 24

16 BE/II/A S SKolte 23

17 BE/II/B M P Deshmukh 23

18 BE/II/C N R Talhar 22

Successful Mentoring: One of the student Meherzad , who was a defaulter, was lagging in
academics as well as he had poor attendance. faculty gave special attention to that student which
helped him improve his attendance along with the academies. He passed out with good Grades.

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Sample of mentor attendance record

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Sample of minutes of meeting

9.2. Feedback analysis and reward /corrective measures taken, if any (10)
Students feedback about teaching a course is taken twice a semester through the ERP system.
Turn-1 feedback is taken after the first 30 to 40 days of teaching. Corrective actions are taken after this
feedback. Turn-2 feedback is taken at the end of the semester. Following questionnaire is set for feedback.

Sr.No. Performance Parameter

1 Planning & Organization

Subject Organization in Logical Sequence;

Syllabus Coverage;
Subject is Clearly Prepared

2 Presentation/Communication

Use of Simple Language

Interest generated
Solved conceptual problems to illustrate theory
Questions to test knowledge, Clarity of Speech

3 Students Involvement

Questions to promote interaction

Encouragement to ask questions
Discuss practical applications

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4 Use of Media/Methods

Use of a variety of teaching techniques (e.g., ICT, quiz, MCQ, etc.)

Use of Textbooks/ reference books
Clarity of writing on Black Board

5 Class Management

Punctuality , Class Control

6 Assignment

Provide assignments
Timely return of assignment
Availability to resolve problems of students after class

7 Learning Resources

NPTEL, MOOC, Models, Videos

Department of Computer Engineering

AY 2021-22 TERM- I

Sr.No Faculty Subject Feedback

1 S V Athawale BE/I/HPC 84

2 Dr. M.A.Pradhan TE/I/ISEE 88

3 Dr. D.P.Gaikwad SE/I/OOP 79

SE/I/CG 88
Dr. S.F.Sayyad
4
SE/II/DM 86

5 N.R.Talhar BE/I/DS 86

6 A.J.Kadam TE/I/CN 79

7 S.R.Nalamwar TE/II/DBMS 84

8 A.S.Deokar TE/I/SEPM 81

TE/I/TOC 91
V.V.Waykule
9
TE/II/TOC 83

10 A.M.Jagtap BE/I/DA 90

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11 D.M.Ujalambkar BE/I/DMW 90

12 S.J.Pachoully TE/II/CN 86

13 S.G.Dhengre SE/I/FDS 82

SE/I/DM 95
A.A.Gupta
14 BE/II/AIR 92

TE/II/SEPM 87
S.S.Kolte
15
BE/II/HPC 93

SE/II/CG 59
N.S.Devekar
16
BE/II/MC 89

17 M.M.Swami SE/II/DELD 81

SE/II/OOP 85
S.S.Jadhav
18
BE/II/DMW 89

19 B.R.Quazi SE/I/DELD 89

TE/II/ISEE 75
MMPhadtare
20 BE/II/DA 86

21 N.A.Rai SE/II/FDS 77

TE/I/DBMS 97
22 B A Patil
BE/I/AIR 94

AY 2021-22 TERM- II

Sr.No Faculty Subject Feedback

TE/I/DAA 72
1 S. V. Athawale
TE/II/ DAA 83

2 Dr. M.A.Pradhan BE/I/ML 93

3 Dr. D.P.Gaikwad BE/I/SCOA 92

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4 Dr. S.F.Sayyad TE/I/WT 86

5 N.R.Talhar BE/I/CC 91

6 A.J.Kadam TE/I/SMD 70

S.R.Nalamwar BE/II/ ML 87
7

8 A.S.Deokar SE/II/ PPL 65

9 V.V.Waykule SE/I/DSA 89

10 A.M.Jagtap TE/II/ WT 84

11 D.M.Ujalambkar BE/II/ SCOA 86

12 S.J.Pachoully BE/II/ ICS 88

13 S.G.Dhengre SE/II/ DSA 71

14 TE/I/SPOS 90
A.A.Gupta
TE/II/ SPOS 88

15
S.S.Kolte BE/II/ CC 94

16 N.S.Devekar TE/II/ SMD 81

SE/I/MP 86
17 M.M.Swami
TE/II/ ESIOT 78

18 S.S.Jadhav TE/I/ESIOT 84

19 M M Phadtare SE/II/ MP 78

SE/I/SE 84
20 B.R.Quazi
BE/I/ICS 89

SE/I/PPL 90
21 N.A.Rai
SE/II/ SE 74

SE/I/M3 82
22 N Jadhav
SE/II/ M3 78

Reward / Corrective measures:

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1. Faculty members with more than 75% feedback were motivated to continue their hard work and
explore the scope of further improvement.
2. Faculty members with less than 75% feedback were asked to discuss any kind of problem or issue
being faced by them in subject content, preparation and delivery of lecture. They were motivated to
attend faculty development programs in order to improve modes of teaching. They were also advised
to go through video lectures available online on platforms like NPTEL.

9.3. Feedback on facilities (5)

Different facilities are provided to the students to enhance their overall development. A few of them are
cultural, sports, and technical events consisting of workshops, seminars, etc. Very good infrastructure
facilities are also provided to the students. Every year at the end of the second semester, i.e. in the months of
March and April, one feedback form is delivered to the students by ERP, and the students fill it out. The
feedback form questions are structured in such a way that the institute can receive clear feedback on how to
enhance the facilities. Corrective actions are being made to ensure that students have adequate facilities for
the coming academic year.
Questions are as follows:
1. Class room infrastructure (boards, internet, LCD projector, etc.) and overall ambience
2. Laboratory facilities (boards, internet, computer, equipment, etc.)
3. Cleanliness and ambience of campus
4. Library, reading room and other library facilities
5. Sports, Cultural and Extra-curricular activities facilities (NSS, Annual functions, etc.)
6. Parking, security and proctorial services in the campus
7. Mentoring, Counselling, Redressal of grievances and support to students for admissions, examinations,
etc.)
8. Support to training, placements and internships
9. Overall impression about infrastructure and facilities provided in the institute
10. Canteen facility and availability of drinking water

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A Sample Infrastructure and Facility feedback on ERP

Based on the feedback, various corrective actions have been taken such as improvement in canteen facility,
purified water supply, internet bandwidth, cleanliness, stationary availability, facility for co-curricular and
extra-curricular facilities.

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9.4. Self-Learning (5)

Institute has provided a large scope to students to learn on their own as per their interest. This is in the form of
online and offline, on campus and off campus. AICTE’s NPTEL platform has attracted students a lot at par
with regular courses. Students can register online and learn at their pace. Online platforms such as Coursera,
edX, IIRS are made available to students. Subscribed E-resources are IEEE, ASCE, ASME, J-GATE,
McGraw Hill and Science Direct.

Self-Learning facilities: Details of Digital Library/Remote Access

Knimbus Digital Library and Remote

Access -
https://aissms.new.knimbus.com/user#/home

The AISSMS COE Library has subscribed

to Digital Library. Remote Access to E
resources facility is available under the
platform.

K
Faculty Publications Repository --
http://172.16.0.71:8080/jspui/

Faculty Publications are archived under

Dspace Repository. Department wise faculty
publications can accessed through this link
in College LAN

Ki

Calibre Digital Library -

http://172.16.2.101:8080/

The Calibre Digital Library has been set up

for E books and previous year question
papers students.

Link for DELNET Service - http://www.delnet.in/# http://164.100.247.26/

Facilities available: 1 InterLibraryLoan - Required books /Articles can be borrowed from member Library 2
Free access to digital resources ebooks 3 Remote access is available

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Department of Mechanical Engineering

Seminar/Webinar and invites lectures
2020-21

Sr. No Topic Resource person Date

Mr. Nitin Badhe

Fundamentals of Automotive NVH 06/11/2020
1 Sr. Technical Specialist
Altair India Pvt Ltd Pune

Mr. S. D. Patil
Experience the design the way it
Application Engineer 04/12/2020
2 should be using CREO Modelcam Engineering Pvt Ltd.
Pune

2019-20

Sr. No Topic Resource person Date

1 Supply Chain Management Mr. Vinayak Kasabekar, Dy 10/04/2020

Manager, Shafeller India

2 Production Planning And Control Mr. Rohit Kshirsagar, Assistant 01/05/2020

Manager, Kirlosker Pumps

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3 Additive Manufacturing Mr. Avinash Khare, IMTMA, 08/08/2019

Chinchwad

4 Role and Effect on Industries of Gautam Doshi, Advisor, Indian

Robotics and Automation in Machine Tool Manufacturers' 3/10/2019
coming years Association (IMTMA)

Mr. Sagar Naikade, Valmont

5 Welding Technology 08/07/2019
India, Quality Engineer,

6 MSA system Mr S A Mandhare 26/07/2019

7 ARAI Pune Mr S S Tikar 05/10/2019

Mr. Nitin Badhe, Sr. Technical

8 Fundamentals of Dynamic Analysis Specialist- Global NVH, 15/10/2019
ALTAIR INDIA Pvt Ltd, Pune

How to Enter in Artificial Mr. Ajit Deshpande (Advanced

9 01/10/2019
Intelligence Analytics, FinTech)

Applications of CFD in Heat

10 Dr Vivek Vitankar 24/09/2019
transfer Analysis

11 Robotics Process Automation Mr Quayam Akhatar 25/09/2019

Dr Prasad Khandagale, R & D

12 Energy and Environment Head, Henkel, Pune 04/10/2019
9822683341

NPTEL RESULTS

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NPTEL Certificate: Sample

edX Courses, Jan 2021

Coursera E learning Platform- Usage and enrollment record

IIRS Training Program

9.5. Career Guidance, Training, Placement (10)

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Centre for Information Training and Placement (CITP), a common section has been formed to cater Trainings,
Placements and for Career guidance to students by taking help of Alumni strength and interaction with
industry. The CITP has a well-established infrastructure to cater the said services. The career guidance to
students is done at well-structured one to one mentoring and through professional counselling. Pre-placement
and industry specific training are done at every stage of their undergraduate studies. Student’s inclination
towards a career is identified at first year level. In their second year studies, communication and soft skills are
honed. Aptitude required for employment in general is prepared at third year level. Company specific training
with contemporary knowledge is enhanced in the final year of their study. The CITP respects “One student
one job policy”.

The policy is elaborated as follows:

1. The companies visiting the campus are divided into IT/Software companies (product, service based) and
Core Companies (Non IT/Software) (Manufacturing, service providers).
2. Companies are invited and scheduled on the basis of following parameters:
a. Eligibility criteria, opportunities for all.
b. Job profile and growth prospects.
c. The package being offered by the company.
d. Past record of recruitment at AISSMS COE.
e. Feedback from the students regarding the company.
3. If a company prefers to have a common selection process for our institute students along with nearby
Engineering institutes, the selection drive is conducted either by our institute or by the other institute after
discussion with participating institutes.
4. If the market situation and job scenario necessitates a revision in the Placement Policy, it will be done in a
manner so as to maximize the benefit to the student community as a whole.
A. ELIGIBILITY & REGISTRATION

1. UG, PG & PhD scholars’ placement will happen round the year.
2. All students who expect to graduate from the Institute by the end of the academic year and are seeking
employment may register for campus placements.
3. Registration for all programmes will be done before the start of academic year.
4. Campus placement is a facility provided for the students. Registration is not compulsory. Students not
interested in placement are advised not to register for placement.
5. Each registered student will be given access for the placement notices, company announcements and to
upload resumes.

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B. RESUME

1. Students are advised to read the announcements made, go through the company website and apply only if
interested.
2. Students are expected to follow the institute resume template available in the placement website for
preparing the resumes.
3. The details given in the resume have to be genuine and any student found violating this rule will be
disallowed from the placement for the rest of the academic year.
4. Students have to upload and submit their resumes on the website to individual companies well before the
deadline. Resume once submitted cannot be modified.
5. Students are advised to avoid last minute uploading, as it may lead to delays and some may even be left
out.
C. PRE-PLACEMENT TALKS (PPT)

1. Notices of the PPT will be published in the placement website well in advance. Students should be
available 15 minutes before the scheduled start of the PPT.
2. Students interested in a particular company, can attend its PPT.
3. Students must go through the complete selection process of a particular company.
4. Any clarification regarding salary break-up, job profile, place of work, bond details etc. must be sought
from the companies during PPT or interview.
5. DRESS CODE: Students must be formally dressed whenever they participate in any interaction with a
company. CITP reserves the right to refuse permission to a student to attend the selection process/PPT, if
they do not dress up formally.
D. PLACEMENT PROCESS

1. It is the responsibility of the student to check announcements / notices / updated information / shortlisted
names etc. in the Placement Website. Students are expected to be punctual.
2. ATTENDANCE & PUNCTUALITY:
a. A student who applies and gets shortlisted is bound to go through the entire selection process unless
rejected midway by the company. Any student who withdraws deliberately in the middle of a selection
process will be disallowed from placement for the rest of the academic year.
b. LATECOMERS FOR APTITUDE TEST / GD / INTERVIEW will not be allowed to appear for the
selection process.
3. DISCIPLINE:
a. Students should maintain discipline and show ethical behaviour in every action they take during the
placement process. Any student found violating the discipline rules set by the company or defaming the
Institute’s name will be disallowed from the placements.
b. Students found cheating or misbehaving in the selection process (Test / GD / Interview) will be
disallowed from the placements for the rest of the academic year.
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c. Dress code should be maintained.

E. JOB OFFERS

1. PRE-PLACEMENT OFFERS: The following rules are applicable to companies that make PPO through
the CITP Office.
a. The offer of PPO (by the company) and its acceptance (by the student) shall be through CITP office
only.
b. Once a student accepts a PPO, he / she shall be de-registered from placement process.
2. MULTIPLE OFFERS: Each student is eligible for one CORE and one NON-CORE job offer only.
a. If a student receives more than one offer in a session/day and if there is a delay in the announcement of
results by some companies, the student is bound to accept/reject the job offers of the company whose
results are declared in time.
b. If the results are declared on the same session / day, the student may choose from the offers in hand and
inform the CITP office of his/her choice, within 24 hrs of announcement of results.
3. Every student who is selected by a company is out of placement thereafter i.e. deregistered from the
placement website.
4. RELEASE OF OFFER: All companies are requested to release the Offer and hand over to CITP office
after the completion of the recruitment session.
5. Offer Acceptance: The students should inform the acceptance/rejection of offer within 24 hours (on the
day following the release of offer). The company shall be intimated of the offer acceptance/rejection
within three days of release of offer.
6. WAITLIST: In case of those students who are placed and waitlisted by other companies, they will be
given 2 days to accept the offer on hand.
The Placement Office in the meantime will inform the company where he/she is waitlisted about his
present offer.
The company that has waitlisted the students is required to release the offer within 24 hours, failing which
the name of the student will be removed from the waitlist.
7. OFFER OF JOB: Announcement on the website will be considered as firm offer. Offers received from
companies must be collected as per timings in circular / notice. The responsibility of going through the
offer letter and taking actions therein such as submission of documents lies entirely with the student. All
offers (made by the companies) shall be through this office only. This office will not be in a position to
resolve problems, if any, that may arise with respect to offers made directly to the student by the company.
8. Second option is given to selected student if forthcoming offer is doubled the existing package or more
than 8 LPA.
F. MISCELLANEOUS

1. MEDICAL TEST: The CITP office assumes that every selected student will pass the medical test. If there
is a rejection at this stage, the student registration will be renewed and the student becomes eligible again
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to seek placement through this office. Students should go through and understand instructions related to
medical test carefully. The same should also be adequately clarified during PPT/interview.
2. IDENTITY CARDS: Students must bring their identity cards with them whenever they go through a
placement process.
3. For all matters not covered by the above regulations, the CITP Office will use its discretion to take
appropriate decisions. The decision taken by this office shall be binding on all students/scholars.

9.6. Entrepreneurship Cell (5)

The Entrepreneurship & Skill Development Cell at AISSMS College of Engineering has been formed to focus
on preparing successful entrepreneurs especially techno-preneurs for the society. The objective is to inculcate
Indian cultural values amongst prospective entrepreneurs. The activities are carried out to enhance the eternal
spirit of entrepreneurship amongst the students in addition to the basic necessity of academics. The
entrepreneurial activities aren’t new for the Institute. Many Alumni have established their enterprises and
have shown sustainability in business and entrepreneurship. The academic departments have carried out
entrepreneurial activities for educating and motivating students in respective areas in techno-entrepreneurship.
A dedicated cell was formed as a requirement to inculcate current trends in Entrepreneurship Development in
the prospective techno-preneurs. The E&SD Cell has been continually taking efforts to motivate the students
to start with entrepreneurial thinking. Cell has conducted

● An Entrepreneurship Awareness Camp sponsored by DST.

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● MoU with Bharatiya Yuva Shakti Trust

● MoU with Pune Management Association

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Activities organized by cell

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9.7. Co-curricular and Extra-Curricular Activities (10)

Institute supports students in co-curricular and extra-curricular activities. Institute runs various clubs such as
drone club, robotics club, motorsports club, coding club, aero design club and so on. These students are
supported financially and non-financially by the institute. Peer to peer learning, learning from alumni, result
oriented activities, modern tool and software usages are the outcomes of these activities.

Students Symposium ‘AISSMS Engineering Today’: Every Year, the institute organizes technical
competitions and symposia. These events provide students an opportunity to prepare technical papers, Quiz,
Model Making, Robo-race, Science exhibition. Students also participate as volunteers in the organization of
such events.

Cultural Activities: AISSMS COE Conducts a state-level cultural and sports event “Ashwamedh”, “Shahu
Trophy” every year. The Students of various colleges throughout the state participate in the event. Annual
social gathering "Shivanjali" is the most awaited event for students.

AISSMS COE students actively participate at various levels and win prizes continuously in cultural and
literary events organized by other organisations. Events are Firodiya Karandak, Purushottam Karandak,
Dnyanottam Karandak, Kaware Trophy etc.

A strong unit of NSS (National Service Scheme) organises various activities leading toward energy saving,
environmental protection, rural development, sanitation, flood relief, conservation of natural resources,
womens’ health, rural irrigation, youth development etc. The NSS team also works on state/central
government schemes. Institution has also adopted a few villages where the NSS team is instrumental.

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CRITERION 10 ORGANIZATION, GOVERNANCE AND TRANSPARENCY 120

10. GOVERANCE, INSTITITIONAL SUPPORT & FINANCIAL RESOURCES

10.1 Organization, Governance and transparency (40)
10.1.1 State the Vision and Mission of the Institute (5)
Vision of AISSMS College of Engineering Pune
Vision
Service to society through quality education

Mission of AISSMS College of Engineering Pune

Mission
Generation of national wealth through education and research

Imparting quality technical education at the cost affordable to all strata of the society

Enhancing the quality of life through sustainable development

Carrying out high quality intellectual work

Achieving the distinction of highest preferred engineering college in the eyes of the stake
holders

10.1.2 Governing Body, Administrative Setup, Functions of Various Bodies, Service Rules, Procedures,
Recruitment and Promotional Policies (10)
AISSMS College of Engineering has well established organizational structure to execute out smooth
functioning of administrative and academic processes. Various bodies are formulated which constitutes the
organization chart. The governing body is the highest decision making body constituting members of the
management, Principal and nominated faculty members. College Development Committee (formerly Local
Management committee) includes representatives of members of society, Principal, three members elected
from teaching faculty and one member of non-teaching staff. The constituents of the organization structure are
as follows: Every department has Department Advisory Board (formerly Department Advisory Committee) to
direct policies to excel students in academics and in work environments. It comprises one member each from
industry, research establishment, and academic institute of repute, alumni, student, and parents and from
management. Principal, Heads of the Departments, sectional heads and co-coordinators of various committees
have adequate participation in making decisions in academic and administrative processes under their
preview.
Members of Governing body, College development committee, Internal quality assurance cell and institute
level committees are shown in the tables below:

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Governing Body

Table No. 10.1.1 Constitution of Governing Body

Governing Body of Institute

Chairman To be nominated by the society

Member Two to five members (Industrialist

Educationalist) to be nominated by /the
Technologist
society /

Member Nominee of the affiliating university

Member Nominee of AICTE (Ex – Officio)

Member Nominee of State Government

Member Industrialist / Technologist / Educationalist from the

region to be nominated by State Government.
Member Secretary Principal of the college.
Two faculty members to be nominated from the regular
Member staff, one at the level of professor and one at the level of
Assistant Professor.

Table No. 10.1.2 List of Governing Body Members for the year 2020-21

Sl. No. Name Designation

1
Shri Suresh Pratap Shinde Chairman (Society)

2 Shri Malojiraje Chhatrapati

Honorary Secretary (Society)

3
Shri Sunil Hambirrao Mohite Member (Society)
4
Shri Rushiraj Balasaheb Tekawade Member (Society)

5 Shri Rahul Nanasaheb Yadav

Member (Society)
Member (AICTE, Regional Officer) Ex-
6 Dr AmitDutta
Officio
Member (Savitribai Phule Pune
7 Dr (Smt) Sharmila Chaudhari
University Nominee)
Member (Govt. of Maharashtra)
Dr D R Nandanwar
8 Industrialist/Technologist/
Educationalist
9 Shri P N Jumle Member (Ex-Officio)
Dr (Mrs) Ashwini Avinash
10 Member (Teaching)
Godbole
Shri Ganesh Chandrakant Chikute
11 Member (Teaching)
12 Dr Dattatraya Shankar Bormane Member Secretary (Principal)

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Table No. 10.1.3 Number of meetings of Governing Body

S.N. Academic Year Number of Meetings

01 2021-22 01
02 2020-21 01
03 2019-20 02

COLLEGE DEVELOPMENT COMMITTEE

Table No. 10.1.4 Constitution of College Development Committee

College Development Committee of Institute

Chairmen Chairperson of the management or his nominee ex-

officio chairperson
Member Secretary of the management or his nominee
One head of department to be nominated by theprincipal
Member

Member Three teachers

amongst in theout
themselves college elected
of whom onebyshall
fullbe
time
women

One nonteaching employee, elected by regular

Member
nonteaching staff
Four local members nominated by management in
Member consultation with principal from the field of
education industry, research and social service of whom at
least one shall be alumnus
Member Coordinator, IQAC of the college

Member President and secretary of college student council

Member Secretary Principal of the college

Table No. 10.1.5 List of College Development Committee members (2020-21)

Sr No. Name Designation

1 Shri Suresh Pratap Shinde Chairman (Society)

2 Shri Malojiraje Chhatrapati Honorary Secretary (Society)

3 Dr (Mrs) Ashwini Avinash Godbole Member (Head of Department-

Teaching)
4 Shri Diwakar Haribhau Joshi Member (Teaching)

5 Shri Laxman Shivaji Godse Member (Teaching)

6 Ms Vismita Devidas Nagrale Member (Woman - Teaching)

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7 Shri Santosh Prabhakar Pimpale Member (Non-Teaching)

8 Shri Rahul Nanasaheb Yadav Member (Society)

9 Shri Nikhil Ashok Khanse Member (Society)

10 Shri Rishiraj Balasaheb Tekawade Member (Society)

11 Shri Sunil Hambirrao Mohite Member (Society)

12 Dr Chandrakishor Shrirang Member (Co-ordinator IQAC :

Choudhari Teaching)
13 Ms Anjali Chaudhari Member (General Secretary of the
College Students Council)
14 Dr Dattatraya Shankar Bormane Member Secretary (Principal)

Table No. 10.1.6 Number of meetings of Governing Body

S.N. Academic Year Number of Meetings

01 2019-20 02
02 2020-21 01
03 2021-22 01

Table No. 10.1.7 Members of Internal Quality Assurance Cell (2020-21)

Sr No Category Post Name & Designation of Committee members

1 Chairperson Head of the Institution Dr Dattatraya Shankar Bormane, Principal
2 Coordinator Assistant Professor in Dr Chandrakishor Shrirang Choudhari,
Mechanical Associate Professor in Mechanical Engineering
Engineering
3 Administrative Head of Department Dr Sandeep Haribhau Wankhade,
officers Associate Professor in Production Engineering
Head of Department Dr (Mrs) Ashwini Avinash Godbole,
Professor in Electrical Engineering
Co ordinator, NAAC Dr Daulappa Guranna Bhalke,
Steering Committee Professor in E&TC Engineering
Administrative Officer Mr Abhijit Bhawanrao Bhonsle,
Administrative Officer
Registrar Mr Santosh Prabhakar Pimpale
Registrar
4 Faculty Civil Engineering Dr (Mrs) Vidya Nitin Patil,
Associate Professor in Civil Engineering
Computer Engineering Dr (Mrs) Shabnam Farook Sayyad,
Assistant Professor in Computer Engineering
Mechanical Dr Avinash Vishvanath Waghmare,
Engineering Associate Professor in Mechanical Engineering
Chemistry Dr Deepak Vitthal Nighot,

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Associate Professor in Chemistry

5 Management Joint Secretary, Mr Suresh Pratap Shinde
member AISSMS Honorary Joint Secretary, AISSM Society,
Pune - 5
6 Industry Ex. MD, Kirloskar Oil Mr R Deshpande
Engines Limited, Pune
7 Employer HR Regional Head, Mr Shekhar Kamble
TCS, Pune
8 Parent Manager, Quality Mr Hemant Jadhav
Assurance, ITW (I),
Pvt, Ltd, Pune
9 Student General Secretary, General Students Association

Table No. 10.1.8 Number of meetings of IQAC

S.N. Academic Year Number of Meetings

01 2021-22 02
02 2020-21 02
03 2019-20 02

Service rules, Policies and procedures

Extent of awareness among faculty
The rules and policies regarding recruitment and promotion are as per AICTE, DTE, and Savitribai Phule
Pune University Pune. The AICTE pay scales are implemented periodically.

10.1.3 Decentralisation in Working and Grievance Redressal Mechanism (10)

We at AISSMS COE believe in decentralization of activities and delegation of authorities is the key concept
in the success achieved by the institute on different platforms. Basically, overall working methodology at
institute level is student centric and involvement of each and everyone in the decision-making at their
respective levels is ensured through decentralization and delegation of powers. There are various bodies,
committees and key administrative positions at institute and department level. In order to ensure transparency
in the working of all these committees, code of conduct and process manual is available with all key
administrative officers and central library of the institute.

Various portfolio in charges have been delegated powers for taking administrative decisions.

Table No. 10.1.9 Faculties delegated with administrative powers

S.N. Name of Faculty member Decision Authority

01 Dr D S Bormane Principal
02 Dr C S Choudhari Coordinator, IQAC
03 Dr M Y Naniwadekar H.O.D. (Chemical Engineering)
04 Dr P B Nangare H.O.D. (Civil Engineering)

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05 Dr S V Athawale H.O.D. (Computer Engineering)

06 Dr (Mrs) A Godbole H.O.D. (Electrical Engineering)
07 Dr S B Dhonde H.O.D. (Electronics and Telecommunications)
08 Dr S V Chaitanya H.O.D. (Mechanical Engineering)
09 Dr D V Nighot H.O.D. (First year Engineering)
10 Dr N G Shekhapure H.O.D. (Production Engineering)
11 Mr A B Bhonsale Administrative officer

In addition to this, various Institute Level administrative committees have been formed for effective
administration.
Details of coordinator and committee members are published on institute website. (https://aissmscoe.com/wp-
content/uploads/2021/01/ILC-for-website-update.pdflink). Also, functions and responsibilities of the
committees are also available on the institute website.
Coordinators of all the institute level committees are delegated with administrative powers for effective
functioning of respective committee.
Table No. 10.1.8 Various Institute level administrative committees and coordinators

Academic Development Cell

1 Academic Monitoring Coordinator Dr. S. R. Parekar

2 Faculty Development and Academic Coordinator Dr. S. V. Chaitanya

Collaborations
3 Management Information System Coordinator Mr. V. B. Gawai

4 Library Development Coordinator Dr Mrs. V. B Dandawate

5 NBA/NAAC Preparations Coordinator Dr. M. R. Phate

6 Students Association Coordinator Dr S. J .Navale

7 Students Chapters(Professional Bodies) Coordinator Mr. N. P Mawale

Centre for Information, Training and Placements Head: Dr A V Waghmare

8 Placements Coordinator Placement Officer

9 Training Coordinator Mr. V. S. Phonkshe

10 Counselling and mentoring Coordinator Mrs. S. R. Lengade

11 Industry Institute Interaction (III) Coordinator Dr. P. B. Nangare

12 Entrepreneurship and Skill Development Coordinator Mr. S. N. Chiwande

13 Alumni Engagement Coordinator Dr. D. V. Wadkar

14 Competitive Examinations Coordinator Mr. A. Y. Kazi

Infrastructure and Facility

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15 Infrastructure and Facility Coordinator Dr. S. R. Patil

Gymkhana

16 Cultural In charge Coordinator Mrs. K. N. Kulkarni

17 Magazine In charge, Media Coordinator Mrs. S. J. Pachouly

18 Physical Director, Sports In charge, Media Coordinator Dr. M. M. Kondhare

19 National Service Scheme Coordinator Dr. N. N. Shejwal

20 Students Welfare and Development Coordinator Dr. A. B. Patil

Administration Cell

21 Budget Preparations (Purchase and Coordinator Dr D S Bormane Principal

maintenance)
22 Admissions Coordinator Mr V R Patil

23 Examinations Coordinator Dr. D. V. Nighot

Media Interface and Outreach Cell

24 Website Coordinator Mr. N. R. Talhar

Research, Innovation and Development Cell

25 Research, Innovation and Development Coordinator Dr D G Bhalke

Cell
Grievance and Redressal Cell

26 Internal Grievance Redressal Coordinator Dr. M. S. Deshpande

27 Women Grievance, Vishakha (Internal Coordinator Dr. P. S. Gajjal

Complaint Committee)
28 Anti-Ragging Coordinator Mr V R Patil

Other than the above mentioned committees, at department level, committees are formed for the smooth and
efficient management of activities at department level. The committees are constituted by the HOD in
consultation with faculty.
For effective implementation of various initiatives and for effective decentralisation, committees such as
department advisory board and program assessment and quality improvement committees are formed at
department level.

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Table No. 10.1.9 Department advisory board members

S.N. Name of member Representation Designation and organisation

1 Dr S V Athawale chairman Academics Head, Computer Engineering, AISSM College of
Engineering
2. Dr Sunil Bhirud Member Academics Director & Professor at Veermata Jijabai
Technological Institute (VJTI)
3. Dr M B Kokare Chairman Professor, SGGS IOET, Nanded
Academics
4. Mr. Saurabh Navande Industrial person Business Development Manager | Planet Education
Networks (PEN) | Elizabeth School of London
(ESL) |
London, England, United Kingdom

5 Dr D P Gaikwad HOD, Computer Associate Professor

Department
6 Dr M A Pradhan Member Associate Professor
7 Dr S F Sayyed Member Associate Professor
8 Mr. Shantanu Chintawar Member Student, AISSMS COE
9 Ms. A S Deokar Member Departmental academic Coordinator, AISSM

Table No. 10.1.10 PAQIC members

S.N. Name of Member Representation Designation
1. Dr S V Athawale Head, Computer Engineering, AISSM College of Chairman
Engineering
2. Dr D P Gaikwad Module Co-ordinator I Member
3. Dr M A Pradhan Coordinator Industry Institute Co-ordinator Member
4 Dr S F Sayyed Departmental NAAC Co-ordinator Member
5 Dr D M Ujlambhkar Module Co-ordinator II Member
6 Mr.S G Dhengre Departmental Industry Institute Coordinator Member
7 Ms.V V Waykule Departmental exam Co-ordinator Member
8 Ms. A S Deokar Departmental academic Co-ordinator Member

Grievance redressal is systematically carried out by various team of faculty members acting as committees
under the guidance of Principal of the institution. List of faculty members who are administrators’/ decision
makers’ /committee members for various responsibilities are shown in the tables given below.
A Grievance Redressal Committee (GRC) at the College level is constituted for providing guidance and
counselling on the problems related to faculty, staff and students.
The Committee redresses all kinds of grievances, academic or non - academic.
Table No. 10.1.11 Members of Grievance Redressal Committee (GRC)

S. N. Faculty Name and Designation Post

01 Dr (Mrs) M S Deshpande, Professor in Chemistry Coordinator

02 Mr P B Nangare, Assistant Professor in Civil Engineering Member
03 Ms M V Waghmare, Assistant Professor in Civil Engineering Member

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04 Mr S V Chaitanya, Assistant Professor in Mechanical Engineering Member

05 Ms S Chauhan, Finance Officer Member

06 General Secretary (Student Member) Member

Grievance Redressal committee shall meet within a week from the date of receipt of any petition/complaint
from anybody and take necessary action as deem fit and initiate necessary action for solving problem.
Mechanism of Grievance Redressal committee

(a) An aggrieved stakeholder who has the grievance or grievances shall make a written complaint first to
the Head of the Department (HOD). The HOD after verifying the facts, will try to redress the grievance within
a reasonable time. If the stakeholder is not satisfied with the solution of the HOD, then the written complaint
should be forwarded to the Principal through HOD. The Principal then refers the complaint to the Internal
Grievance Redressal Committee.
(b) On receiving the complaint from the Principal, Internal Grievance Committee meeting is called by the
Chairman. The complaint is studied by the Committee. The Committee at all levels observes the law of
natural justice.
(c) The Committee arranges meeting with the aggrieved party first, he/she expresses their views. Similarly
meeting with all aggrieved members is scheduled. Thus all the concerned, are given opportunity, one by one
to express their viewpoint. Each one is requested to give their say in writing. The committee gives a patient
hearing to both sides and counsels them. The committee also enlightens them based on their SWOC.
(d) After verifying the facts based on factual data and after deliberations, the report of the committee’s
findings and remedial measures is prepared and submitted to Principal Sir.
(e) Final decision is communicated to the both parties through the Principal.
(f) The Committee, if needed, may recommend to the Principal, necessary corrective action as it may
deem fit, to ensure avoidance of recurrence of similar grievance.
Note: The staff / student can lodge their grievance through online link available on Institute’s website too
(http://aissmscoe.com/academics/online-grievance-redressal/)

Anti-Ragging Committees:
With reference to AICTE (Prevention and Prohibition of ragging in Technical Education, Universities
including Deemed to be Universities imparting technical education) Regulations 2009 and as per as per the
clause No.6(a) of this AICTE Regulations - 2009, Anti-Ragging Committee is formed comprising of experts,
faculty members, parents, students, etc. to look into any kind of ragging matter reported to them from time to
time. The Committee takes immediate action in the matter reported to them, following all the guidelines given
in the referred AICTE Regulation - 2009. The Committee also take review of the activities of Anti-Ragging
Squad and suggest measures to effectively monitor the anti-ragging activities.

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Anti-Ragging Committee for The academic year 2019-20

Table No. 10.1.12 Members of anti-ragging committee
Sr Name Designation Post
No
1 Dr D S Bormane Principal Chairman
2 Shri Suresh P Shinde Businessman Civil administration
3 Shri M Mujawar PI Ex Officer Member
4 Shri Harsh Dudhe Reporter, Maharashtra Times Media Member
News Papers Ltd,Pune
5 Shri V R Patil Assistant Professor in Member
Mechanical Department
6 Mrs S J Pachouly Assistant Professor in Member
Computer Engineering
Department
7 Mrs Seema Chaudhari Parent Representative Member
8 Anjali Chaudhari Student : GS Member
9 Shri A B Bhonsle Administrative Officer Member

ANTI RAGGING COMMITTEE (SQUAD)

With reference to AICTE (Prevention and Prohibition of ragging in Technical Education, Universities
including Deemed to be Universities imparting technical education) Regulations 2009 and as per as per the
clause No.6(a) of this AICTE Regulations - 2009, Anti-ragging Squad is formed to look in to the matters of
ragging.
The squad will continuously maintain vigil in the College campus and monitor the activities of the students. If
any activity of students is found suspicious then immediate action is to be taken. The squad will conduct
patrolling of canteen area, parking area, the College building and Ladies hostel. The patrolling of outside area
near to College will also be done.
The students can contact Committee members at any time regarding any kind of problem faced by them from
any students in the Campus or outside the campus. Also, students can personally meet any of the above
members in the College during working hours.

Table No. 10.1.13 Members of anti-ragging squad

Sr.
Faculty Name and Designation Post
No.

01 Mr V R Patil, Assistant Professor & Head, First Year Engineering Coordinator

02 Dr M K Nikam, Associate Professor in Engineering Mathematics Member

03 Dr S K Upasani, Associate Professor in Chemistry Member
04 Mr A J Kadam, Assistant Professor in Computer Engineering Member
05 Mr A B Bhonsle, Administrative Officer Member
06 Dr M Kondhare, Physical Director Member

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Vishakha (Sexual Harassment Committee)

Table No. 10.1.14 Members of Vishakha

Sr.
Faculty Name and Designation Post
No.
01 Dr (Mrs) P S Gajjal, Associate Professor in Mechanical Engineering Coordinator
02 Ms S J Pachouly, Assistant Professor in Computer Engineering Member
03 Ms V S Dandawate, Librarian Member
04 Mr S Pimpale, Registrar Member
05 Mr M D Bhalerao, Senior Clerk Member
06 Mr D S Kulkarni, Technical Assistant Member

The complaint received by Principal office from any ladies’ staff members or student will be forwarded to the
above committee. The said committee will look into the complaint and call the concerned complainant
personally for hearing the grievance. The Chairman of the committee will forward their report in the sealed
envelope to the Principal within one week from the date of receipt of complaint.

10.1.4 Delegation of financial powers (10)

Financial powers are delegated to the Principal of the institute and principal is the one of the signing
authorities for financial transactions. Provision of petty cash of Rs. 20,000 is also made with the Principal and
head of departments also can make expenses using petty cash with the approval of the principal.
Table No. 10.1.14 Utilisation of petty cash in Rs.

Petty cash utilisation

2019-2020 2020-2021 2021-2022
Sanctioned Utilised Sanctioned Utilised Sanctioned Utilised amount
amount amount amount amount amount
148757.00 148695.00 150543.00 146403.00 127503.00 127441.00

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Fig. 10.1.1 Petty cash facility allotted to institutes

10.1.5 Transparency and availability of correct /unambiguous information in public domain (5)
1. Unambiguous information is displayed on all general notice boards including department notice boards,
Center for information, training and placement cell (CITP), student section, library, and other important areas.
2. Copies of official notices are circulated to the entire faculty, technical and non-technical staff and students.
3. The institute website is continuously updated for disseminating all the information about policies, students,
faculty and relevant information. Institute website is www.aissmscoe.com.

S.N. Name of document URL of document on website

1 Vision, mission, goals and core values https://aissmscoe.com/about-us/college-profile/
of the institute
2 Admissions https://aissmscoe.com/admission/admission-enquiry/
3 AICTE Approval Letters https://aissmscoe.com/aicte-approvals/
4 Mandatory disclosure https://aissmscoe.com/mandatory-disclosure/
5 Stakeholders feedback https://aissmscoe.com/stakeholders/
6 AICTE essentials https://aissmscoe.com/aicte-essentials/
Faculty Profile
7 Department of Chemical Engineering https://aissmscoe.com/chemical-engineering/faculty/
8 Department of Civil Engineering https://aissmscoe.com/civil-engineering/faculty/
9 Department of Electrical Engineering https://aissmscoe.com/ electrical-engineering/faculty/
10 Department of Electronics and https://aissmscoe.com/electronics-engineering/faculty/
Telecommunication
11 Department of First Year Engineering https://aissmscoe.com/first-year-engineering/faculty/
12 Department of Mechanical Engineering https://aissmscoe.com/ mechanical -engineering/faculty/
13 Department of Production Engineering https://aissmscoe.com/production-engineering/faculty/
Annual Reports
14 Department of Chemical Engineering https://aissmscoe.com/chemical-engineering/annual-reports/

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15 Department of Civil Engineering https://aissmscoe.com/ civil-engineering/annual-reports/

16 Department of Electrical Engineering https://aissmscoe.com/ electrical-engineering/annual-reports/
17 Department of Electronics and https://aissmscoe.com/electronics-engineering/annual-
Telecommunication reports/
18 Department of First Year Engineering https://aissmscoe.com/first-year-engineering/annual-reports/
19 Department of Mechanical Engineering https://aissmscoe.com/ mechanical -engineering/annual-
reports/
20 Department of Production Engineering https://aissmscoe.com/production-engineering/annual-
reports/

Fig. 10.1.2 Best Professional College of SPPU

Fig. 10.1.3 Best Principal Award by ISTE

Fig. 10.1.4 Best Principal Award by SPPU

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Fig. 10.1.5 Winner of prestigious “Firodiya Trophy 2022”

10.2 Budget Allocation, Utilization, and Public Accounting at Institute level (30)

10.2.1 Adequacy of budget allocation(15)

In the beginning of every academic year, HoDs meeting is convened to discuss in detail about the budget
requirement for various departments for the academic year concerned. Based on the discussions, HoDs are
directed to submit a detailed proposal taking into account the increase in intake, revised curriculum and
syllabus and the various events planned. The proposals received from all the departments are consolidated and
submitted to the management for the sanction of the budget. The management usually allocates the budget
considering the urgency of proposals. Always, sufficient budget has been allocated by the management to
fulfil the requirements of various sections and departments of the institute.
10.2.2 Utilization of allocated funds

Summary of current financial year’s budget and actual expenditure incurred (for the institution
exclusively) in the three previous financial years.
Each department HoD after receiving the approved budget convene a meeting and discuss the step by step
procedure for procuring the equipment and consumables required for the department Faculty who are in
charge of the laboratories and course coordinators are nominated to involve in the purchase of equipment’s.
The nominated faculty members identify the companies/ agencies to receive the quotations and then prepare a
comparative statement. The comparative statement will be submitted to the purchase Committee to get
approval from the management and then place orders to procure the items. The HoD periodically monitor the
faculty members involved in the purchase and take necessary efforts to see that the purchase of items is
complete in all respects and the allocated funds are fully.

10.2.3 Availability of the audited statements on the institute website (5)

Total Income at Institute level: For CFY, CFYm1, CFYm2 & CFYm3

CFY: Current Financial Year, CFYm1 (Current Financial Year minus 1), CFYm2 (Current
Financial Year minus 2) and CFYm3 (Current Financial Year minus 3)

For CFY 2021-22

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Total No. of
Total Income: 384514955.00 Actual expenditure (till …):337150209.65 students: 3030

Fee Govt. Grant(s) Other Sources Recurring Non- Special Expenditure per
including Salaries recurring Projects/Any student
(specify)
other, specify

383581137 00 00 933818.00 329543094.65 7607115 0 111270.70

Table B.10.2a

For CFY 2020-21

Total No. of students: 3112

Total Income: 374544068 Actual expenditure (till …):300948858.43

Fee Govt. Grant(s) Other Sources Recurring Non- Special Expenditure per student
including Salaries recurring Projects/Any
(specify)
other, specify

373411482 0 0 1132586 291096339.43 9852519 0 96705.93

For CFY 2019-20

Total No. of
Total Income: 319073736.52 Actual expenditure (till …):356936441.63 students: 2815

Fee Govt. Grant(s) Other Recurring Non- Special Expenditure per

Sources including recurring Projects/Any student
Salaries other, specify
(specify)

317338255 0 0 1735481.52 330815515.52 26120926.11 0 126798.03

For CFY 2018-19

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Total No. of
Total Income: 311756516 Actual expenditure (till …): 359356147.59 students: 2916

Fee Govt. Grant(s) Other Sources Recurring Non- Special Projects/Any Expenditure
including recurring other, specify per student
(specify)
Salaries

42205830.1
310308435 0 0 1448081 317150317.48 0 123235.99
1

Budgeted in Actual Budgeted in Actual Budgeted in Actual Budgeted in Actual

Items
CFY 2020- expenses in CFYm1 Expenses in CFYm2 Expenses in CFYm3 Expenses in
21 CFY 2021-22 2020-21 CFYm1 2019-20 CFYm2 2018-19 CFYm3
till (till …) 2020-21 till 2019-20 till 2018-19 till

Infrastructure
Built-Up 33535208.00 32066113.00 32312734.00 29716580.00 51005208.00 49970510.11 69365208.00 69395393.11

Library
4325000 4325000 5510000 5500268 3925000 3296066.00 4325000.00 4399036.00

Laboratory
5950000.00 4805267.00 8000000.00 7864601.00 6100000.00 5202903.00 8100000.00 6548410.00
equipment

Laboratory
700000.00 231398.00 700000.00 542036.00 1000000.00 935167.00 1400000.00 1300678.00
consumables

Teaching and
non-teaching 227150000 226611240 208550000 207828775 205000000 204913144 203488000.00 203408950
staff salary

Maintenance 4200000 3419956.6 2750000 2591638 5450000 5312396 4900000 4878388

and spares

R&D
4200000 1723831 1400000 392884 3700000 1136690 4600000 1496623.42

Training and
2850000 2750408.62 6020000 5330814 8300000 8328591 8065202 7763844
Travel

Miscellaneo
us expenses 580000 184210 280000 58504 5430000 5331466 3580000 3792752.00
*

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Others
,
46577240.88 46296208.49 33143792 25400338.23 51789792 51947991.84 44676590.00 40778027.36
specif
y

Total 330067448.88 322188011.71 298666526.00 285226438.23 341700000.00 336374924.95 352500000.00 343762101.89

Table B.10.2b

10.3 Program Specific Budget Allocation, Utilization (30)

Total Budget at program level: For CFY, CFYm1, CFYm2 & CFYm3

CFY: Current Financial Year, CFYm1 (Current Financial Year minus 1), CFYm2 (Current
Financial Year minus 2) and CFYm3 (Current Financial Year minus 3).

For CFY 2021-22

Total No. of students:595

Total Budget: 3796000.00 Actual expenditure (till …): 2693765

Non recurring Recurring Non Recurring Recurring Expenditure per student

300,000.00 3496000 0 2693765 4527.34

Table B.10.3a

Note: Similar tables are to be prepared for CFYm1, CFYm2 & CFYm3.
For CFY 2020-21

Total No. of students: 593

Total Budget: 3771000.00 Actual expenditure (till …): 1914854

Non recurring Recurring Non Recurring Recurring Expenditure per student

1,200,000.00 2,571,000.00 1200425 714429 3229.10

For CFY 2019-20

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Total No. of students:

Total Budget: 4582000.00 Actual expenditure (till …): 3436915 549

Non recurring Recurring Non Recurring Recurring Expenditure per student

300,000.00 4,282,000.00 42303 3394612 6260.32

For CFY 2018-19

Total No. of students:561

Total Budget: 5274000.00 Actual expenditure (till …): 3748503

Non recurring Recurring Non Recurring Recurring Expenditure per student

1,000,000.00 4,274,000.00 315770 3432733 6681.82

Table B.10.3b

Budgeted in CFY Actual Budgeted in Actual Budgeted in Actual Budgeted in Actual

2020-21 expenses in CFYm1 Expenses in CFYm2 Expenses in CFYm3 Expenses
CFY 2021-22 2020-21 CFYm1 2019-20 CFYm2 2018-19 in CFYm3
Items
till (till …) 2020-21 till 2019-20 till 2018-19
till

Laboratory 3,00,000.00 -- 12,00,000.00 12,00,425.00 3,00,000.00 42,303.00

equipment

Software 20,00,000.00 20,31,998.00 10,00,000.00 85,818.00 11,00,000.00 10,89,116.00

Laboratory 1,00,000.00 36,001.00 25,000.00 995.00 1,00,000.00 3,752.00

consumables

Maintenance and 2,00,000.00 1,72,626.00 2,00,000.00 1,34,016.00 2,00,000.00 1,19,744.00

spares

R&D 6,00,000.00 -- 3,00,000.00 -- 6,00,000.00 --

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Training and 5,00,000.00 4,23,140.00 10,00,000.00 4,84,600.00 13,82000.00 13,82,000.00

Travel

Miscellaneous 96,000.00 30,000.00 46,000.00 9,000.00 9,00,000.00 8,00,000.00

expenses *

Total 37,96,000.00 26,93,765.00 37,71,000.00 19,14,854.00 45,82,000.00 34,36,915.00

* Items to be mentioned.

10.3.1 Adequacy of budget allocation (10)

As per the regular purchase process of the financial year, requirement of the department is considered for the
preparation of the annual budget.
Before the commencement of the financial year details of the purchase requirement (recurring and non-
recurring details) are collected from the laboratory in-charge of the department.
Budget proposal is finalized by the Head of the Department by considering annual intake of the students,
university curriculum, industry requirement, laboratory & infrastructure development. The requirement
Budget of the equipment, computers, software, consumables, maintenance & furniture etc. is finalized. Apart
from this, budget proposals are prepared for co-curricular, extra-curricular and extension activities for the
overall development of students.
Head of the Department submits the proposal of the budget to the Principal and the same is put up in the
College Development Committee (CDC) and Governing Body (GB) meeting and after discussion and
necessary corrections/modifications, College Development Committee and Governing Body recommends
the budget for approval.
The budget is reviewed by the management and approved after necessary changes.
The budget allocated by the institute to the department is adequate to cater the need of the department to
upgrade the laboratory in terms of equipment, consumables, software, computers, maintenance-spare and
furniture etc. and for conducting curricular and extra-curricular activities.

Fig.10.3.1 Budgeted amount and actual expenses

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10.4 Library and Internet (20)

10.4.1 Quality of learning resources
The Learning Resource Center, the Central Library of AISSMS College of Engineering with its state-of-the-
art facilities and excellent resources plays proactive role in providing excellent user services, optimal use of
resources supporting quality enhancement in teaching-learning, research and extension. keeping pace with the
developments in the ICTs, Institute library works as a digitized knowledge Center for accessibility with print
and e-resources and provides focused services to the students and faculty. The Library has significant
collection of books, journals, e-books, e-journals, secondary sources, databases, digital primary sources.
Integrated Library Management System (SLIM21) is used to manage different functions of library for
improving accessibility to students. Institute Central Library is using commercial software as well as Open
Source software for Automation of Library Services. With SLIM21 retrieval of information becomes easy and
even a catchy phrase in the description of the catalogued item can be used for searching. SLIM21 supports
flexible workflow to cover activities related to acquisition of books, serials control, and funds monitoring.

Figure 10.4.1: SLIM Software Screenshots

With the growing popularity of e-resources, l i b r a r y i s gradually migrating from print documents to e-
resources. Qualified and experienced staff plays important role in providing easily accessible and cost-
effective information services. Institute library has subscribed / implemented learning and e-learning
resources as shown in below tables.

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Table 10.4.1: Learning resources available in Library

Learning Resources Number of resources
Books 36942
E Journals 1014
e-Journals/e-Books 15000
List of print journals/Magazine 91
List of Newspapers 12
CD/DVD 867

Table 10.4.2: Expenditure in last three years on learning resources

Year No of New No of new No of new Expenditure

Titles added Editions added volumes added
CFY -2019-20 17 9 99 96197.00
CFY-2020-21 428 314 1324 650064.00
CFY- 2021-22 87 36 277 199492
CFY- 2022-23 12 12 20 25926

Table 10.4.3: Expenditure in last three years on E-Journals Subscription

Year Number of E Journals Expenditure

CFY 2019-20 612 2624635
CFY 2020 -21 1016 2493007
CFY 2021-22 1016 2810777
CFY- 2022-23 1016 3041158

Institute Library has made following online resources available to the staff and students.
Table 10.4.4: Various online resources available in AISSMS COE Library

AISSMS E Resource Contents Link

Science Direct 275 E Journals Access https://www.sciencedirect.com/

IEEE 169 eJournal Backfile https://ieeexplore.ieee.org/Xplore/home.jsp

Access- Since 2000)
ASME Digital Library 27 E Journals https://www.asme.org/

ASCE Digital Library 35 E journals https://www.asce.org/

Access Engineering 365 E journals/ E Books https://www.accessengineeringlibrary.com/user

Access /login
SPRINGER 149 E Journals https://link.springer.com/
DELNET Access Millions of http://164.100.247.26/
Networked Library

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Resources through
DELNET, 2,20,00,000+
Books available for loan,
5,000+ Full-text E-journals,
1,00,000+
Thesis/Dissertations
Knimbus 25000+ ebooks https://aissms.knimbus.com/user#/home
NDL Includes all disciplines https://ndl.iitkgp.ac.in/

List of Open Access Access to all open access https://aissmscoelibrary.weebly.com/open-

Resources resources access-resources.html
S Chand Ebooks Access to 112 E-Text Books https://ebooks.schandgroup.com

New Age Ebooks Access to 50 E Books https://digital.elib4u.com/

Person E books Access to 104 E -Text Books https://elibrary.in.pearson.com/

Calibre Digital Library Access to 1012 Free Ebooks Available in LAN

For the easy access, all the online resources are subscribed as IP Based access subscription. This helps users to
access any resource from any computer connected in the AISSMSCOE Campus LAN and also through WiFi
enabled devices. This helps users for searching multiple database at a stretch. Remote off campus access
facility is created and this can be used by students from home.
Library user tracking students and faculty
Library user tracking for students and faculty is done through ERP system. daily visit to library reports can be
download through ERP system

Figure 10.4.2: Screenshot of Library user tracking system

Book Purchase System Process
Library books requirement is collected through a book requisition form which is made available to all faculty
through the google drive link. List of books requested by faculty are send for quotation to the supplier, after
that purchase order is placed to the supplier with Head of Department and Principal approval.

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Figure 10.4.3: Screenshot of Library book requisition form

Support to students for self-learning
Institute Library supports students for self-learning activities by creating and making available various
platforms for learning. Following resources are accessible to the students:
 9000 + NPTEL Videos
 100+ Subjects NPTEL Text Content
 1500+ E-Books
 Access to previous year question papers
 Access to Ekeeda Learning platform
 Access to IIRS training programs
 Access to Coursera (During Covid pandemic period)
 Access to Edx platform (During Covid pandemic period)
 Organization of book exhibitions, Author meets, E resources training program for students
 Use of SLIM webopac for book search and reissue and reservation process

Digital library has been established by library for the effective use of these self-learning resources. Question
point service, “Ask a Librarian” is a unique online service available where queries and reference questions
from students are responded within 24 hours. Additional facilities created in the library for improving
accessibility and support to students for self-learning.

 Ask-A-Librarian - Question Point Online Reference Service.

 Wi-Fi accessible across the Library.
 Library e-resources Remote Access (off-campus access) through Knimbus remote access platform.
 User Training, Sensitization and Information Literacy programs.
 Research Data Management, Publishing support, Style Manuals.

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 Workshops/Programs on research methods Tools.

 Plagiarism Check tools (Turnitin) and services.
 Institutional Repository Dspace for faculty publication
 Faculty publication platform Vidwan
 Print, Scan Services.
 Access to previous year question papers and syllabus
 Mobile App facility available

Figure 10.4.4: Plagiarism Software Screenshots

Figure 10.4.5: Library WebOPAC Screenshots

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Figure 10.4.6: Ask A Librarian service

Figure 10.4.7 : Use of remote access facility

Figure 10.4.8: Reprography Machine and I card printing facility Information Kiosk

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10.4.2 Internet

Name of internet provider Tata Tele Services Ltd

Available bandwidth 500 Mbps
Wi fi availability yes
Internet access in labs, classrooms, Internet access in available in all the labs,
library and offices of all departments; classrooms, library and offices of all
yes departments and administrative office.
Security arrangements Layer 3 Firewall (SOPHOS XGS 3300 HW
APPLIANCE WITH 8GE).
Each user is assigned with user id and
password. Antivirus software is installed on all
computers and laptops of the institute.

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Annexure-I

Program Outcomes(POs) & Program Specific Outcomes(PSOs)

PO1. Engineering Knowledge: Apply the knowledge of mathematics, science,

engineering fundamentals, and an engineering specialization to the solution of
complex engineering problems.
PO2. Problem Analysis: Identify, formulate, research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
PO3. Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specified needs
with appropriate consideration for the public health and safety, and the cultural,
societal, and environmental considerations.
PO4. Conduct Investigations of complex problems: Use research-based
knowledge and research methods including design of experiments, analysis and
interpretation of data, and synthesis of the information to provide valid conclusions.
PO5. Modern tool usage: Create, select, and apply appropriate techniques,
resources, and modern engineering and IT tools including prediction and modeling
to complex engineering activities with an understanding of the limitations.
PO6. The Engineer and society: Apply reasoning informed by the contextual
knowledge to assess societal, health, safety, legal and cultural issues and the
consequent responsibilities relevant to the professional engineering practice.
AISSMS College of Engineering

PO7. Environment and sustainability: Understand the impact of the professional

engineering solutions in societal and environmental contexts, and demonstrate the
knowledge of, and need for sustainable development.
PO8. Ethics: Apply ethical principles and commit to professional ethics and
responsibilities and norms of the engineering practice.
PO9. Individual and Teamwork Function effectively as an individual, and as a
member or leader in diverse teams, and in multidisciplinary settings.
PO10. Communication: Communicate effectively on complex engineering
activities with the engineering community and with society at large, such as, being
able to comprehend and write effective reports and design documentation, make
effective presentations, and give and receive clear instructions.
PO11. Project Management and finance: Demonstrate knowledge and
understanding of the engineering and management principles and apply these to
one’s own work, as a member and leader in a team, to manage projects and in
multidisciplinary environments.
PO12. Life-long learning: Recognize the need for, and have the preparation and
ability to engage in independent and life-long learning in the broadest context of
technological change.

Program Specific Outcomes (PSO)

PSO1. Students are able to devise, analyze and implement algorithms.
PSO2. Students are able to exhibit their IT based knowledge for the development of
Society.
PSO3. Enhance communication and leadership skills to get good position in
National and International Organizations.