| PO | Title | Description | Mapped WK (Knowledge & Attitude) |
|---|---|---|---|
| PO1 | Engineering Knowledge | Apply mathematics, science, and engineering fundamentals to solve complex problems. | WK1, WK2, WK3, WK4 |
| PO2 | Problem Analysis | Identify, formulate, research, and analyze complex engineering problems. | WK1, WK2, WK3, WK4 |
| PO3 | Design / Development of Solutions | Design solutions considering health, safety, societal, and environmental factors. | WK5 |
| PO4 | Investigation | Use research-based methods (experiments, data analysis, interpretation) to provide valid conclusions. | WK8 |
| PO5 | Engineering Tool Usage | Select and apply modern engineering tools, software, and techniques, recognizing limitations. | WK2, WK6 |
| PO6 | The Engineer & The World | Analyze societal, environmental, sustainability, and economic impacts of engineering solutions. | WK1, WK5, WK7 |
| PO7 | Ethics | Apply ethical principles, commit to professional ethics, human values, and diversity. | WK9 |
| PO8 | Individual & Collaborative Team Work | Function effectively as an individual and in diverse, multi-disciplinary teams. | WK7, WK9 (interpretive) |
| PO9 | Communication | Communicate effectively and inclusively with engineering community and society. | WK8, WK9 (interpretive) |
| PO10 | Project Management & Finance | Apply engineering management and financial principles to manage projects in multi-disciplinary environments. | WK6 (interpretive) |
| PO11 | Life‑Long Learning | Recognize need for and engage in independent, continuous learning to adapt to evolving technologies. | WK8 |
✅ Key Notes:
- WK1-WK9 correspond to the NBA’s Knowledge & Attitude profiles for graduates.
- Some POs (teamwork, communication, project management) are mapped interpretively, as WKs are not strictly one-to-one.
- This table aligns with NBA SAR 2025 Tier-I and GAPC 4.0.
- Institutes can use this directly for CO–PO mapping, curriculum design, or internal assessments.
Absolutely! Let’s break it down carefully.
🧠 What are WKs (Knowledge & Attitude Profiles) in NBA?
In the NBA (National Board of Accreditation) 2025 SAR / GAPC 4.0, WKs are Graduate Attributes that describe what a student should know (Knowledge) and how they should behave or think (Attitude) after completing a program. They serve as the bridge between the curriculum, learning outcomes, and program outcomes (POs).
Think of WKs as the building blocks of graduate competence.
1️⃣ Structure of WKs
- W = Knowledge: Technical, theoretical, or practical knowledge a student must acquire.
- K = Attitude: Mindset, approach, or soft skills needed to use that knowledge effectively.
Each PO is mapped to one or more WKs. For example:
| PO | Example WK Mapping |
|---|---|
| PO1 – Engineering Knowledge | WK1, WK2, WK3, WK4 → Students learn theory, mathematics, science, and engineering principles. |
| PO7 – Ethics | WK9 → Students develop professional ethics, human values, and social responsibility. |
| PO11 – Life‑Long Learning | WK8 → Students gain critical thinking, research, and adaptive learning ability. |
2️⃣ Why WKs are Important
- They standardize what a graduate should know and how they should behave, regardless of college.
- Help in curriculum design: You map courses and assessments to WKs so students develop the necessary knowledge and attitudes.
- Help in PO–CO mapping: Each Course Outcome (CO) should contribute to one or more WKs, which in turn support POs.
- Assessment: When NBA evaluates a program, WKs are used to check if students truly acquire the intended knowledge and mindset.
3️⃣ Examples of WKs
Some common WKs defined in NBA documents:
| WK Number | Focus / Description |
|---|---|
| WK1 | Basic sciences, engineering fundamentals, mathematical knowledge |
| WK2 | Problem-solving methods, analytical skills |
| WK3 | Technical skills, modeling, simulation |
| WK4 | Experimentation, data interpretation |
| WK5 | Design & innovation, creative thinking |
| WK6 | Practical engineering tools, management |
| WK7 | Societal, environmental, sustainability awareness |
| WK8 | Critical thinking, independent learning, research aptitude |
| WK9 | Ethics, professional behavior, teamwork, communication |
So when a PO is “Life-Long Learning,” it primarily maps to WK8, because independent, adaptive learning requires critical thinking and a research mindset.
4️⃣ Analogy
Think of WKs as ingredients and POs as dishes:
- Each dish (PO) needs certain ingredients (WKs).
- Different dishes can share ingredients.
- The recipe (curriculum + COs) ensures the student gets all the ingredients to become a well-rounded engineer.
Perfect! Here’s a clear visual/conceptual diagram for POs and WKs, which helps understand how WKs feed into POs. I’ll describe it so you can picture it, or I can generate a graphic for you next.
🌐 Conceptual Diagram: POs and WKs
[WK1] [WK2] [WK3] [WK4]
| | | |
+------|------|------+
|
[PO1 – Engineering Knowledge]
|
-------------------------
| | |
[PO2] – Problem [PO3] – [PO4] –
Analysis Design Investigation
| | |
[WK1,2,3...] [WK5] [WK8]
|
[PO5] – Engineering Tools
|
[WK2,6]
.
.
.
[PO6] The Engineer & World → WK1, WK5, WK7
[PO7] Ethics → WK9
[PO8] Teamwork → WK7, WK9
[PO9] Communication → WK8, WK9
[PO10] Project Mgmt → WK6
[PO11] Life-Long Learning → WK8
🔹 How to Read This Diagram
- Top Layer (WKs) – Knowledge & Attitude profiles, the raw skills and mindset students acquire from courses.
- Middle Layer (POs) – Program Outcomes, which are bigger graduate competencies built using WKs.
- Arrows / Connections – Show which WKs contribute to which POs. One WK can contribute to multiple POs, and one PO can require multiple WKs.
- Curriculum Mapping – In practice, each course’s outcomes (COs) are mapped to WKs. Completing courses → develops WKs → fulfills POs → produces competent graduates.
Adapted from Chatgpt for personal use
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