Objective: To ensure a standardized approach to curriculum mapping and attainment tracking.

Requirements:

• • Mapping Standards: All Course Outcomes (COs) must be mapped to Program Outcomes (POs) and PSOs using a 1-3 scale (1-Low, 2-Medium, 3-High).

  • Target Setting: Departments must set appropriate "Attainment Threshold" (e.g., certain percent marks) and "Target Level" (e.g., certain percent of students must reach the threshold) at the start of the semester.

  • Gap Mitigation: A mandatory "Curriculum Gap Analysis" report must be generated annually based on PO attainment. Identified gaps must be bridged through guest lectures or workshops per semester.

Objective: To move beyond traditional "chalk and talk" and integrate modern engineering tools.

Requirements:

• • Active Learning Mandate: Every faculty member must adopt at least one active learning strategy (e.g., Flipped Classroom, Project-Based Learning) per course.

  • Digital Tools: Eligible courses must include hands-on training on at least one industry-standard software (e.g., AutoCAD, Revit, ETABS, STAAD, MATLAB, etc.). More and more students shall be encouraged to use softwares for their minor/major projects/ submissions which forms as part of their internal assessment.

• • Digital Compliance: Course materials, lesson plans, and question banks must be given digitally to students at the start of every semester. 

Objective: To harness the environment of socially responsible engineering among students.

Requirements:

• • SDG Mapping: Every Final Year Project (Capstone) must explicitly identify its alignment with at least one UN Sustainable Development Goal (SDG).

  • The "Triple Bottom Line": Project reports must include a mandatory section evaluating the design's impact on Environment, Society, and Economy.

Objective: To ensure students and faculty are "Industry Ready."

Requirements:

• • Faculty Immersion: Faculty members are encouraged to complete a at least one 2-week industrial training.

  • Industrial Visits: Every class must undergo at least one industrial visit per year, followed by a "Visit Report" mapped to POs.

• • Advisory Board (DAB): The Department Advisory Board must include at least Five industry members and Two Alumni and meet once per semester to review PO attainment. 

Objective: To evaluate and enhance the quality of teaching, learning, and research, ensuring academic excellence and fostering a culture of accountability, innovation, and evidence-based decision-making to improve student outcomes.

Requirements:

• • Course File Audit: Internal audits must be conducted periodically to verify the quality of question papers and CO-PO mapping.

  • Feedback Loop: Student exit surveys, employer surveys, and alumni feedback must be collected annually. An "Action Taken Report (ATR)" based on this feedback shall be generated and kept for records.

• • Remedial Actions: Students scoring below the 40% threshold in internal exams must be enrolled in "Remedial/Bridge Classes" with documented progress.  

Objective: To maintain a high standard of teaching and research through continuous upskilling and industry exposure.

A. Faculty Training & Qualification (FDPs)

• Mandatory Training: Every faculty member must regularly complete FDP (Faculty Development Program), preferably through NPTEL/SWAYAM, AICTE-ATAL, or Tier-I Institutions (IITs/NITs) and Tier-II institutions.

• Pedagogical Training: Every faculty member shall be trained on Outcome-Based Education (OBE) or Digital Teaching Tools.

B. Research & Publication Standards

• Research by Faculty: All faculty members shall pursue Ph.D. or a research assignment every year.

• Quality over Quantity: Research publications are only recognized if they are in peer reviewed and indexed journals.

• Student Involvement: Faculty should aim to co-author research paper with undergraduate students, derived from high-quality students’ work.

C. Faculty Performance Appraisal System (FPAS)

• Every faculty member of the department shall submit the Performance Appraisal Report (PAR) as mandated by the Government of Gujarat which is a vital, confidential document intended as a developmental tool rather than a fault-finding process. PAR evaluates performance, skills, and conduct to aid career planning.