OUTCOME BASED EDUCATION SYSTEM B

(AUTONOMOUS)

Shamshabad-501218, Hyderabad

OUTCOME BASED EDUCATION SYSTEM

B.TECH -

E

lectrical and

E

lectronics

E

ngineering

(For the Batches Admitted From 2011-2012)

CREATE

EVALUATE

ANALYZE

APPLY

UNDERSTAND

REMEMBER

HIGHER - ORDER

THINKING SKILLS (HOTS)

LOWER - ORDER

THINKING SKILLS

BLOOM’S TAXONOMY OF LEARNING OUTCOMES

DEPARTMENT VISION AND MISSION

DEPARTMENT VISION AND MISSION

VISION

The vision of the Electrical and Electronics Engineering department is to build a research identity in all related areas of Electrical

Engineering uniquely. Through core research and education, the students will be prepared as the best professional Engineers in the field of Electrical Engineering to face the challenges in such disciplines

MISSION

The Electrical and Electronics Engineering Department supports the mission of the College through high quality teaching, research and services that provide students a supportive environment. The department will make the best effort to promote intellectual, ethical and technological environment to the students. The department invokes the desire and ability of life-long learning in the students for pursuing successful career in engineering.

PROGRAM EDUCATIONAL OBJECTIVES

(PEOs)

AND

PROGRAM OUTCOMES (POs)

Electrical and Electronics Engineering Departmental Advisory Council:

The Electrical and Electronics Engineering Department Advisory Council (EEEDAC) is composed from a diverse group of representatives from academe, industry and importantly the alumni. The

“Program Educational Objectives ” were initially drafted by a committee of EEE faculty and were vetted and approved by a group of faculty from peer department, Electronics & Communications

Engineering. Assessment data for evaluation of effectiveness of the program and achievement of program objectives is collected annually through “alumni surveys” and every three years through

“employer surveys”. This information is compiled by departmental committee and presented to EEE

External Advisory Board for review. The feedback and recommendation of EEE Advisory Board are implemented for improvements year on year. The meeting of the Advisory Board is conducted annually. Additional meetings are conducted as required, to review strategic planning and innovative programs for their impact on programs. The Advisory Council visits the institute and holds meeting with representatives of administration, faculty and the students. The secretary of departmental council presents a report to the council, on improvements and amendments to the program. The advisory council prepares a status report for action and review by the Principal.

B. Tech - Electrical and Electronics Engineering Program Educational Objectives (PEOs)

The Electrical and Electronics Engineering department at the institute is dedicated to providing educational opportunities in Electrical and Electronics Engineering to specific undergraduate student body of talented girls and boys. The department emphasizes close interactions between students and the faculty dedicated to education and actively engaged in events enriching the educational programs. The program emphasizes active learning with a strong laboratory component. The department nurtures the intellectual, professional, and personal development of students with a view to transform them to competent professionals and responsible members of the society.

1.

EDUCATIONAL OBJECTIVES, OUTCOMES AND ASSESSMENT CRITERIA

Learning Outcomes, Assessment Criteria

The educational objectives of a module are statements of the broad intentions of the teaching team. They indicate what the teaching team intends to cover and the learning opportunities they intend to make available to the student. A learning outcome is a statement of what a learner

(student) is expected to know, understand and /or be able to do at the end of learning period. The department prefers to express learning outcomes with following common prefix:

‘On completion of (the period of learning e.g. module), the student is expected to be able to…’

Generally, learning outcomes do not specify curriculum, but more general areas of learning. It is not possible to prescribe precisely how specific a learning outcome statement should be. A balance is struck between the degree of specificity in a learning outcome statement and that achieved by the assessment criteria, below. On one hand too many learning outcomes, for a module, are considered akin to assessment criteria or curricular detail (EEE intend to describe the curriculum in a range statement) while too few learning outcomes fail to provide sufficient information on the course. As a practice between 3 and 6 learning outcomes are considered by EEE for a course.

The Program Educational Objectives (PEOs) of the Electrical and Electronics Engineering department are broad statements or road maps describing career and professional objectives we intend our graduates to achieve through this program.

2.

B. TECH - ELECTRICAL AND ELECTRONICS ENGINEERING PROGRAM EDUCATIONAL OBJECTIVES

Program Educational Objective I

To experience success in electrical and electronics engineering areas or other diverse fields that requires analytical and professional skills.

Program Educational Objective II

To stimulate students to contribute to their fields or professions and to excel them in professional ethics and leadership qualities.

Program Educational Objective III

To inculcate in students, professional attitude, effective communication skills and capability to succeed in multi-disciplinary and diverse fields.

Program Educational Objective IV

To promote students to continue to pursue professional development, including continuing or advanced education relevant to their career growth and to create enthusiasm for life-long learning

.

With a view to challenge ourselves and to nurture diverse capabilities for professional and intellectual growth for our graduates

it is important for the department to define departmental objectives in generalized and broad format. Adherence to these objectives is proposed to be demonstrated through actions or achievements.

I.

Following indicators are considered as demonstration of PEO-I (success in Electrical and

Electronics Engineering areas / other allied and diverse fields): a.

b.

Acceptance and satisfactory progress by students in a graduate degree program.

Significantly contributing and delivery of desired engineering component, product or c.

d.

e.

f.

process.

Formulating and solving, moderately complex electrical and electronics engineering problems.

Skillful use of state-of-the-art tools for electrical and electronics engineering processes.

Making practical recommendations that address issues related to electrical and electronics engineering product and systems.

Producing clear written electrical and electronics engineering documentation g.

h.

i.

j.

k.

(papers, reports, and significant parts of proposals).

Being assigned to make reports or presentations for internal or external clients.

Publishing and reviewing papers for conferences / journals, or producing an internally reviewed publication.

Making a significant contribution to a proposal.

Making a useful invention and drafting/ applying for a patent. l.

m.

Participating in the field through; public speaking, activity in professional societies/ technical associations etc.

Addressing issues related to intellectual property rights.

Capability to handle societal, ethical, legal, business and technical issues related to a project.

II.

Contribute and excel in their fields or professions, develop professional ethics and leadership qualities (PEO-II) may be demonstrated by any of the following: a.

b.

c.

d.

Leading a project or designed team.

Promotion to managerial position.

Election or appointment to leadership position in a professional society.

Participating in one of the organization’s NSS programs.

e.

f.

g.

Volunteering in a college, civic or other charitable organization.

Participating in team sports or coaching.

Effectively handling a situation involving ethics.

III.

Professional attitude, effective communication skills, capabilities to succeed in multidisciplinary or diverse fields (PEO-III) may be demonstrated by any of the following: a.

b.

c.

d.

e.

f.

Appropriately using tools for collaboration, such as telecons, videocons etc.

Skillfully using tools for project and configuration management, like resource planning systems, software source control systems, etc.

Working successfully on ethnically, technically and gender diverse teams.

Effectively resolving problems encountered in team work.

Communicating effectively in a group environment.

Estimating correctly the required resources (time, team, equipment etc.) for g.

h.

Electrical and Electronics Engineering projects.

Making appropriate decisions on outsourcing and developing components in-house.

Seeking assistance or elevating problems when necessary.

IV.

Continue to pursue professional development including continuing or advanced education relevant to their career growth and to create enthusiasm for sustained life-long learning

(PEO-IV) may be demonstrated by any of the following: a.

b.

c.

Successfully completing the graduate course.

Self-learning ; a new skill, tool, area system

Reading technical books, journals, conference papers, technical reports or standards. d.

e.

Attending a technical conference, symposium or workshop.

Belonging to a professional society

EEE department periodically reviews these objectives and as part of this review process, encourages comments from all interested parties including current students, alumni, prospective students, faculty, teaching assistants, those who hire or admit our graduates to other programs, members of related professional organizations, and colleagues from other educational institutions.

3.

B. TECH - ELECTRICAL AND ELECTRONICS ENGINEERING PROGRAM OUTCOMES:

A.

Ability to apply knowledge of Mathematics, Science, Computer Science, Electronics and

Electrical Engineering ( Fundamental Engineering Analysis Skill ).

B.

Ability to design electrical and electronics circuits and conduct experiments with electrical engineering as well as to analyze and interpret data (Information Retrieval Skills).

C.

Ability to design digital and analog system pertaining to electrical systems (Creative Skills).

D.

Ability to visualize and work on multi-disciplinary tasks. (Team Work).

E.

Ability to identify, formulate and solve engineering problems. (Engineering Problem Solving

Skills).

F.

An understanding of professional and ethical responsibility (Professional Integrity).

G.

Ability to communicate effectively in both verbal and written form (Speaking / Writing Skills).

H.

Ability to develop confidence for self-education and to understand the value of life-long learning (Continuing Education Awareness).

I.

Ability to recognize the impact of engineering on society (Social Awareness).

J.

Ability to acquire new knowledge to use modern engineering tools, soft wares and equipments to analyze problems necessary for engineering practice. (Practical Engineering Analysis Skills).

K.

A Knowledge of contemporary issues to undertake innovative projects (Innovative Skills).

L.

Ability to use the techniques and skills to face and succeed in competitive examinations like

GATE, GRE, TOEFL, GMAT etc . (Successful Career and Immediate Employment).

4.

MAPPING OF OBJECTIVES TO OUTCOMES

The following Figure shows the correlation between the PEOs and the POs

The following Table shows the correlation between the PEOs and the POs

Program Objectives Program Outcomes

I

II

Success in electrical engineering areas

Excel in professional ethics and leadership qualities

A.

Ability to apply knowledge of mathematics, science, Computer Science, electronics and electrical engineering. (Fundamental Engineering Analysis Skill).

B.

Ability to design electrical and electronics circuits and conduct experiments with electrical engineering as well as to analyze and interpret data (Information

Retrieval Skills).

C.

Ability to design digital and analog system pertaining to electrical systems

(Creative Skills).

D.

Ability to visualize and work on multi-disciplinary tasks (Team Work).

E.

Ability to identify, formulate and solve engineering problems. (Engineering

Problem Solving Skills).

G.

Ability to communicate effectively in both verbal and written form (Speaking /

Writing Skills).

H.

Ability to develop confidence for self-education and to understand the value of life-long learning (Continuing Education Awareness).

I.

Ability to recognize the impact of engineering on society (Social Awareness).

J.

Ability to acquire new knowledge to use modern engineering tools, software and equipments to analyze problems necessary for engineering practice. (Practical

Engineering Analysis Skills).

K.

A Knowledge of contemporary issues to undertake innovative projects (Innovative

Skills).

L.

Ability to use the techniques and skills to face and succeed in competitive examinations like GATE, GRE, TOEFL, GMAT etc. (Successful Career and

Immediate Employment).

E. Ability to identify, formulate and solve engineering problems. (Engineering

Problem Solving Skills).

F.

Understanding of professional and ethical responsibility (Professional Integrity).

I.


K.

A Knowledge of contemporary issues to undertake innovative projects (Innovative

Skills).

L.



III

Succeed in multidisciplinary and diverse fields

IV

Continue advanced education

B.

Ability to design electrical and electronics circuits and conduct experiments with electrical engineering as well as to analyze and interpret data (Information

Retrieval Skills).

C.

Ability to design digital and analog system pertaining to electrical systems

(Creative Skills).

D.

Ability to visualize and work on multi-disciplinary tasks (Team Work).

F. An understanding of professional and ethical responsibility (Professional Integrity).

G.


Writing Skills).

H.

Ability to develop confidence for self-education and to understand the value of life-long learning (Continuing Education Awareness).

I.


L. Ability to use the techniques and skills to face and succeed in competitive examinations like GATE, GRE, TOEFL, GMAT etc. (Successful Career and


A.

Ability to apply knowledge of mathematics, science, Computer Science, electronics and electrical engineering. (Fundamental Engineering Analysis Skill).

F.

An understanding of professional and ethical responsibility (Professional

Integrity).

G.


Writing Skills)

J.

Ability to acquire new knowledge to use modern engineering tools, soft wares and equipments to analyze problems necessary for engineering practice.

(Practical Engineering Analysis Skills).

L.



5.

RELATION BETWEEN THE PROGRAM EDUCATIONAL OBJECTIVES AND THE PROGRAM OUTCOMES

:

Broad relationship between the program objectives and the program outcomes is given in the following Table 1 below:

Table 1 - Relationship between program objectives and program outcomes

Program Educational Objectives

→

(I) (II) (III) (IV)

Program Outcomes

↓

Success in electrical engineeri ng areas

Excel in profession al ethics and leadership qualities

Succeed in multidisciplinary and diverse fields

Continue advanced education

A.

Apply maths, science, and electronics and electrical engineering

S M S

B.

Design electrical and electronics circuits and conduct experiments

C.

Design digital and analog systems

S

S

S

S

M

M

D.

Work on multi-disciplinary tasks. S M S M

E.

Identify, formulate and solve engineering problems.

F.

Understand professional and ethical responsibility.

G.

Ability to communicate effectively

S

M

S

S

S

M

M

S

S

M

S

S

H.

Ability to develop confidence for selfeducation and life-long learning.

I.

Recognize the impact of engineering on society.

S

S

M

S

S

S

J.

Acquire new knowledge to use modern engineering tools, software’s and equipments

S M M

K.

Knowledge of contemporary issues to undertake innovative projects

L.

S S

Ability to face and succeed in competitive examinations.

S S

Key: S = Strong relationship; M = Moderate relationship

M

S

M

M

S

M

S

6.

SPECIFIC LEARNING OUTCOMES IN ENGINEERING:

Graduates from accredited program must achieve the following learning outcomes, defined by broad areas of learning.

A.

B.

Ability to apply knowledge of Mathematics, Science, Electronics and Electrical Engineering



Knowledge and understanding of scientific principles and methodology necessary to strengthen their education in their engineering discipline, to enable appreciation of its scientific and engineering context and to support their understanding of historical, current and future developments and technologies.



Knowledge and understanding of mathematical principles necessary to underpin their education in their engineering discipline and to enable them to apply mathematical problems.



Ability to apply and integrate knowledge and understanding of other engineering disciplines to support the study of their own engineering discipline.

Ability to design electrical and electronics circuits and conduct experiments, analyze and interpret data.

Practical application of engineering skills through combining theory and experience. Use of other relevant knowledge and skills in fulfilling this objective, including:

























Knowledge of material characteristics, equipment, processes, or products.

Workshop and laboratory skills.

Understanding of contexts in which engineering knowledge can be applied (example, operations and management, technology development, etc).

Understanding use of technical literature and other sources of information.

Awareness of nature of intellectual property and contractual issues.

Understanding of appropriate codes of practice and industry standards.

Awareness of quality issues.

Ability to work with technical uncertainty.

Understanding of engineering principles and ability to apply them to analyze key engineering processes.

Ability to identify, classify and describe the performance of systems and components through the use of analytical methods and modeling techniques.

Ability to apply quantitative methods and computer software relevant to their engineering discipline, in order to solve engineering problems.

Understanding ability to apply a systems approach to engineering problems.

C.

Ability to design digital and analog systems pertaining to electrical and electronics engineering.

Design is the creation and development of an economically viable product, process or system to meet a defined application. It involves significant technical and intellectual skills that can be used, to integrate all engineering understanding, knowledge for the solution of real problems. Graduates will therefore need the knowledge, understanding and skills to:









Investigate and define a problem and identify constraints relating to health, safety, environmental and sustainability and assessment of risks based on these constraints.

Understand customer and user needs and the importance of considerations such as aesthetics.

Identify and manage costs and drivers thereof.

Use creativity to establish innovative solutions.

F.

D.



Ensure fitness of purpose, for all aspects of the problem including production, operation, maintenance and disposal.





Manage the design process and evaluate outcomes.

Knowledge and understanding of commercial and economic context of engineering

Processes.





Knowledge of management techniques which may be used to achieve engineering objectives within that context.

Understanding of the requirement for engineering activities to promote sustainable development.



Awareness of the framework of relevant legal requirements governing engineering activities including personnel, health, safety and Environmental (HSE) risks.

Ability to visualize and work on multi-disciplinary tasks.







Maturity – requiring only the achievement of goals to drive their performance

Self‐direction(take a vaguely defined problem and systematically work to resolution)

Teams are used during the classroom periods, in the hands-on labs and in the design projects.



Some teams change for eight-week industry oriented Mini-Project, and for the seventeen -week design project.



Instruction on effective teamwork and project management is provided along with





 an appropriate textbook for reference.

Teamwork is important not only for helping the students and to know their classmates but also in completing assignments.

Students also are responsible for evaluating each other’s performance, which is then reflected in the final grade.

Ability to demonstrated and work with all levels of people an a team in organization

E.

Ability to identify, formulate and solve electrical engineering problems.

Is based on the problem solving process that has been well documented in engineering texts. The elements of the process include:















Problem or opportunity identification.

Problem formulation and abstraction.

Information and data collection.

Model translation.

Experimental design and solution development.

Implementation and documentation.

Interpretation of results.

As the most engineers eventually learn, the problem solving process is never complete.

Therefore, a final element here is feedback and improvement.

An understanding of legal and ethical responsibility.



Ability to make informed ethical choices and knowledge ability to of professional codes of ethics. Evaluates the ethical dimensions of professional practice and demonstrates ethical behavior.





Stick on to what they believed in.

High degree of trust and integrity.

G.

Ability to communicate effectively in both written and verbal form.



Written Communication: " Students should demonstrate the ability to communicate effectively in writing."



Clarity.



Grammar/Punctuation.



References.



Verbal Communication: "Students should demonstrate the ability to communicate effectively orally."





Speaking Style.

Subject Matter.

H.

Ability to develop confidence for self-education and to understand the value of life-long learning.

Inspire the students to further explore in his/her program to recognize the need for life-long learning. Some aspects of life-long learning include:



Knowledge and understanding of commercial and economic context of engineering processes.



Knowledge of managerial techniques which may be used to achieve engineering objectives within that context.



Understanding of the requirement for engineering activities to promote sustainable development.



Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.





Personal continuing education efforts.

Understanding of the need for a high level of professional and ethical conduct in engineering.

J.

I.

Ability to recognize the impact of electrical engineering on society

.

















Project management professional certification.

Begin work on advanced degree.

Updating the knowledge, related to advanced electrical engineering concepts.

Personal continuing education efforts.

Ongoing learning – stays up with industry trends/ new technology.

Continued personal development.

Have learned same

new significant skills.

Have taken up to 80 hours training per year.

A

bility

to acquire new knowledge to use modern

electrical

engineering tools, softwares and equipments to analyze problems necessary for

electrical

engineering practice.



Focusing the knowledge and interpretation an socio economic, political and environmental issues.



Obtaining in-depth knowledge on contemporary issue.

K.

A

knowledge

of contemporary issues to undertake innovative projects.



Encompasses a wide range of tools and skills needed by engineering graduates in computer software, simulation packages, diagnostic equipment, use of technical library resources and literature search tools.

L.

Ability

to

use the techniques and skills to face and succeed in competitive examinations like GATE, GRE, TOEFL and GMAT etc.







Create a plan for success that connects their college education to future career.

Graduates ready for immediate employment.

Make a smooth transition into post graduate studies.

7.

Faculty Objectives:

F1: Prepare graduates for personal and professional success with awareness of and commitment to their ethical and social responsibilities, both as individuals and in team environments.

F2: Enable graduates to keep on self- development throughout their careers.

F3: Produce graduates with the necessary background and technical skills to work professionally and fulfill the need of industry.

F4: Organize, in collaboration with stakeholders, conferences, symposia and workshops to upgrade technical and scientific levels in Electrical and Electronic Engineering

F5: Carry out and publish academic knowledge

F6: Increase activities to promote innovation, commercialization and Entrepreneurship.

8.

Program Outcomes Attained through course modules

I SEMESTER

Code

A1001 Mathematics – I [A, E]

A1002 Engineering Physics [A, D]

A1003 Engineering Chemistry [A]

Subject A B C D E F G H I J K L

X X

X X

X

A1501 Computer Programming [A, D, E, J]

A1201 Basic Electrical Engineering [A, B, E, L]

X X X X

X X X X

A1010 Engineering Physics and Engineering Chemistry Lab [A, B ,I, K, L] X X X X X

A1502 Computer Programming Lab [D, E, I, J, L] X X X X X

A1601 PC Software Lab [D, E, I, J, L] X X X X X

II SEMESTER

Code

A1008 Technical English [G, H, I, L]

A1007 Mathematics-II [A, E]

Subject

A1005 Probability, Statistics and Computational Techniques [A, E]

A1004 Environmental Science [F, I]

A1503 Data Structures through C [A, D, E, J]

A1009 English Language Communication Skills Lab [D, F, G, H, I, L]

A1504 Data Structures through C Lab [B, C, D, E, I, J, L]

A1305 Computer Aided Engineering Drawing Lab [A, D, H, I, K]

A

X

X

X

X

B C D

X X

X

X

X

X

E

X

X

X

X

F

X

X

G

X

X

H

X

X

X

I

X

X

X

X

X

J

X

X

K

X

L

X

X

X

III SEMESTER

Code Subject

A1011 Mathematics – III [A, E]

A1401 Electronic Devices [A, B, C, D, I]

A1013 Managerial Economics and Financial Analysis [F, I]

A1404 Digital Logic Design [A, B, C, D, I]

A1203 Network Analysis [A, B, L]

A1204 DC Machines [A, E, I, L]

A1406 Electronic Devices Lab [A, B, C, D, E, F, L]

A

X

X

X

X

X

X

B C D

X

X

X

X

X

X

X

X

X

X

E

X

X

X

F

X

X

G H I

X

X

X

X

J K L

X

X

X

X X X X A1207 Electric Circuits and Simulation Lab [A, B, E, L]

IV SEMESTER

Code Subject

A1509 Computer Architecture and Organization [A, D, E, J]

A1411 Electronic Circuits [A, B, C, D, I]

A1209 Power System Generation [A, E, H, I, L]

A1210 AC Machines – I [A, E, I, L]

A1211 Electro Magnetic Fields [A, E, I, L]

A1212 Control Systems [A, E, J, L]

A1213 DC Machines Lab [A, B, I, L]

A1214 Control Systems and Simulation Lab [B, C, D, K, L]

A B C D E F G H I J K L

X X X X

X X X X X

X X X X X

X X X X

X X X X

X X X X

X X X X

X X X X X

V SEMESTER

Code Subject

A1506 Object Oriented Programming through JAVA [A, D, E, J]

A1541 Soft Computing [A, E, I, K]

A1415 Integrated Circuits Applications [A, B, C, D, I]

A1419 Signal Analysis and Transform Techniques [A, B, C, D, I]

A1217 Power System Transmission and Distribution [A, E, H, J, L]

A1218 AC Machines – II [A, E, I, L]

A1219 AC Machines Lab [A, B, C, D, L]

A1422 Electronic Circuits & Integrated Circuits Lab [B, H, J, K, L]

VI SEMESTER

Code Subject

A1015 Industrial Management and Psychology [F, I]

A1423 Micro Processors and Interfacing [A, D, J]

A1220 Computer Methods in Power Systems[A, E, I, K, L]

A1221 Electrical Measurements [A, E]

A1222 Power Electronics [A, E, H, L]

INTERDEPARTMENTAL ELECTIVE – I

A1427 Micro Processors and Interfacing Lab [A, D, H, J, K, L]

A1223 Power Electronics and Simulation Lab [A, B, H, K, L]

VII SEMESTER

Code Subject

A1430 Embedded Systems [A, D]

A1224 Power System Switchgear and Protection [A, E, I, J, L]

A1225 Power System Operation and Control [A, E, I]

A1226 Power Semiconductor Drives [A, E, H, K]

INTERDEPARTMENTAL ELECTIVE – II

PROFESSIONAL ELECTIVE – I

A1233 Electrical Measurements Lab [A, C, H, L]

A1234 Power Systems and Simulation Lab – I [A, D, E, K, L]

VIII SEMESTER

Code Subject

A1236 Utilization of Electrical Energy [A, E]

PROFESSIONAL ELECTIVE – II

PROFESSIONAL ELECTIVE – III

A1249 Power Systems and Simulation Lab – II [A, D, E, K, L]


X X X X

X X X X

X X X X X

X X X X X

X X X X X

X X X X

X X X X X

X X X X X


X X

X X X

X X X X X

X X X X

X X X X

X X X X X X

X X X X X


X X

X X X X X

X X X

X X X X

X X X X

X X X X X


X X

X X X X X

ELECTIVES

INTERDEPARTMENTAL ELECTIVE – I

Code Subject

A1511 Database Management Systems [D, E, I, J, L]

A1605 Wireless and Mobile Computing [B, E, J]

A1429 VLSI Design [A, D, H, J, K, L]

A1337 Robotics [B, C, E, K]

A1701 Introduction to Aircraft Industry [B, J]

A1148 Air pollution and Control Methodologies [B, I]

INTERDEPARTMENTAL ELECTIVE – II

Code Subject

A1016 Human Values and Ethics [D, F, H, I]

A1017 Human Resource Management [D, F, I]

A1018 Entrepreneurship [D, F, I]

A1019 Business Communication [D, F, I]

A1020 Intellectual Property and Patent Rights [D, F, I]

A1021 Project Planning and Management [D, F, I]

PROFESSIONAL ELECTIVE – I

Code Subject

A1227 High Voltage Engineering [A, D, K, L]

A1228 Energy Management [F, I, K]

A1229 Linear System Analysis [B, J]

A1230 Instrumentation [A, D, E, K, L]

A1231 Special Electrical Machines [A, B, E, J]

A1232 Power System Transients [B, E, J]

PROFESSIONAL ELECTIVE – II

Code Subject

A1237 Electrical Distribution Systems [A, D, F, I]

A1238 High Voltage DC Transmission and FACTS [B, D, L]

A1239 Power Quality [B, C, E, J]

A1240 Advanced Control Systems [A, B, I, L]

A1241 Dynamics of Electrical Machines [A, B, E, J]

A1242 Advanced Power System Protection [B, C, E, K]

PROFESSIONAL ELECTIVE – III

Code Subject

A1243 Reliability Engineering [A, D, I, K]

A1244 Digital Control Systems [B, D, K]

A1245 Extra High Voltage AC Transmission [A, D, K]

A1246 Machine Modeling and Analysis [C, E, K]

A1247 Solar Energy and its Applications [A, B, C, H, J]

A1248 Programmable Logic Controllers [C, H, J]


X X X X X

X X X

X X X X X X

X X X X

X X

X X


X X X X

X X X

X X X

X X X

X X X

X X X


X X X X

X X X

X X

X X X X X

X X X X

X X X


X X X X

X X X

X X X X

X X X X

X X X X

X X X X


X X X X

X X X

X X X

X X

X

X

X

X

X

X

X

X

X

9.

The classification of outcomes of the above Electrical and Electronics Engineering courses is grouped as follows:

Outcome (A) : Ability to apply knowledge of Mathematics, Science, Electronics and Electrical

Engineering

Code Subject

A1001 Mathematics – I

A1002 Engineering Physics

A1003 Engineering Chemistry

A1501 Computer Programming

A1201 Basic Electrical Engineering

A1010 Engineering Physics and Engineering Chemistry Lab

A1007 Mathematics-II

A1210 AC Machines – I

A1211 Electro Magnetic Fields

A1212 Control Systems

A1213 DC Machines Lab

A1506 Object Oriented Programming through JAVA

A1541 Soft Computing

A1415 Integrated Circuits Applications

A1419 Signal Analysis and Transform Techniques

Code Subject

A1217 Power System Transmission and Distribution

A1218 AC Machines – II

A1219 AC Machines Lab

A1423 Micro Processors and Interfacing

A1220 Computer Methods in Power Systems

A1221 Electrical Measurements

A1222 Power Electronics

A1005 Probability, Statistics and Computational Techniques A1427 Micro Processors and Interfacing Lab

A1503 Data Structures through C A1223 Power Electronics and Simulation Lab

A1305 Computer Aided Engineering Drawing Lab

A1011 Mathematics – III

A1430

A1224

Embedded Systems

Power System Switchgear and Protection

A1401 Electronics Devices

A1404 Digital Logic Design

A1203 Network Analysis

A1204 DC Machines

A1225

A1226

A1233

A1234

Power System Operation and Control

Power Semiconductor Drives

Electrical Measurements Lab

Power Systems and Simulation Lab – I

A1406 Electronic Devices Lab

A1207 Electric Circuits and Simulation Lab

A1509 Computer Architecture and Organization

A1411 Electronic Circuits

A1209 Power System Generation

A1236 Utilization of Electrical Energy

A1249 Power Systems and Simulation Lab – II

A1429 VLSI Design (Interdepartmental Elective I)

A1227 High Voltage Engineering (Professional Elective I)

A1230 Instrumentation (Professional Elective I)

A1231

A1237

Special Electrical Machines

(Professional Elective I)

Electrical Distribution Systems

(Professional Elective II)

A1238 High Voltage DC Transmission and FACTS

A1240

A1241

A1243

A1245

A1247

Advanced Control Systems


Dynamics of Electrical Machines


Reliability Engineering

(Professional Elective III)

Extra High Voltage AC Transmission


Solar Energy and its Applications


Outcome (B) : Ability to design electrical and electronics circuits and conduct experiments with electrical engineering as well as to analyze and interpret data

Code Subject


Code Subject


A1010 Engineering Physics and Engineering Chemistry Lab A1223 Power Electronics and Simulation Lab

A1504 Data Structures through C Lab

A1401 Electronic Devices







A1214 Control Systems and Simulation Lab




A1422 Electronic Circuits & Integrated Circuits Lab

A1605

Wireless and Mobile Computing

(Interdepartmental Elective I)

A1337 Robotics (Interdepartmental Elective I)

A1701

A1148

Introduction to Aircraft Industry


Air pollution and Control Methodologies


A1229 Linear System Analysis (Professional Elective I)

A1231 Special Electrical Machines (Professional Elective I)

A1232 Power System Transients (Professional Elective I)

A1239 Power Quality (Professional Elective II)

A1240

A1241

A1242





Advanced Power System Protection


A1244 Digital Control Systems (Professional Elective III)

A1247



Outcome (C) : Ability to design digital and analog systems pertaining to Electrical Engineering

Code Subject









Code Subject

A1419 Signal Analysis and Transform and Distribution

A1233 Electrical Measurements Lab



A1242

A1246

A1247

A1248



Machine Modeling and Analysis




Programmable Logic Controllers


Outcome (D) : Ability to visualize and work on multi-disciplinary tasks

Code

A1002 Engineering Physics

Subject


A1502 Computer Programming Lab

A1601 PC Software Lab

A1503 Data Structures through C

A1009 English Language Communication Skills Lab





Code Subject


A1427 Micro Processors and Interfacing Lab

A1430 Embedded Systems

A1234 Power Systems and Simulation Lab – I


A1511

Database Management Systems



A1016

A1017

Human Values and Ethics

(Interdepartmental Elective II)

Human Resource Management


A1018 Entrepreneurship (Interdepartmental Elective II)









A1019

A1020

A1021

Business Communication


Intellectual Property and Patent Rights


Project Planning and Management



A1237

A1243



Reliability Engineering


A1244

A1245

Digital Control Systems




Outcome (E) : Ability to identify, formulate and solve electrical engineering problems

Code

A1001 Mathematics – I

Subject



Code

A1218 AC Machines - II

Subject






A1224 Power System Switchgear and Protection

A1007 Mathematics-II A1225 Power System Operation and Control

A1005 Probability, Statistics and Computational Techniques A1226 Power Semiconductor Drives



A1011 Mathematics – III

A1204 DC Machines



A1236 Utilization of Electrical Energy


A1511

A1605





A1207 Electric Circuits and Simulation Lab A1337 Robotics (Interdepartmental Elective I)










A1231 Special Electrical Machines (Professional Elective I)



A1241

A1242

A1246







Outcome (F) : An understanding of legal an ethical responsibility

Code

A1004 Environmental Science

Subject


Code Subject

A1018 Entrepreneurship (interdepartmental Elective II)

A1019



A1013 Managerial Economics and Financial Analysis


A1015 Industrial Management and Psychology

A1016

A1017





A1020

A1021





A1228 Energy Management (Professional Elective I)

A1237



Outcome (G) : Ability to communicate effectively in both verbal and written form

Code

A1008 Technical English

Subject Code Subject


Outcome (H): Ability to develop confidence for self-education and to understand the value of life-long learning.

Code


Subject








Code Subject

A1223 Power Electronics and Simulation Lab

A1226 Power Semiconductor Drives



A1016

A1247

A1248







Outcome (I): Ability to recognize the impact of engineering on society.

Code Subject





A1004 Environmental Science





A1013 Managerial Economics and Financial Analysis


A1204 DC Machines



Code Subject


A1218 AC Machines - II

A1015 Industrial Management and Psychology


A1224 Power system Switchgear and Protection

A1225 Power System Operation and Control

A1511

A1148

A1016

A1017



Air pollution and Control Methodologies






A1018 Entrepreneurship (Interdepartmental Elective II)

A1019

A1020

A1021













A1237



A1240 Advanced Control Systems (Professional Elective II)

A1243 Reliability Engineering (Professional Elective III)

Outcome (J): Ability to acquire new knowledge to use modern electrical engineering tools, software and equipments to analyze problems necessary for electrical engineering practice.

Code Subject














Code Subject

A1224 Power Switchgear and Protection

A1511

A1605






A1701

Introduction to Aircraft Industry


A1229 Linear System Analysis (Professional Elective I)

A1231

Special Electrical Machines

(Professional Elective I)



A1241

A1247

A1248







Outcome (K): A knowledge of contemporary issues to undertake innovative projects.

Code Subject








A1226 Power Semiconductor Drives



Code Subject




A1230 Instrumentation (Professional elective I)

A1242



A1243 Reliability Engineering (Professional Elective III)

A1244

A1245

A1246

Digital Control Systems






Outcome (L) : Ability to use the techniques and skills to face and succeed in competitive examinations like GATE, TOEFL, GRE, GMAT etc.

Code Subject









A1204 DC Machines





Code Subject


A1218 AC Machines – II








A1224 Power System Switchgear and Protection




A1511









A1240



10.

METHODS OF MEASURING LEARNING OUTCOMES AND VALUE ADDED

Various methodologies that are used to measure “student learning” each have their own limitations and biases and no method can be relied upon completely. For this reason “triangulating the data” is considered as the best practice in educational research. Using data from several different sources increases the probability that, the findings present an accurate picture. The following formal assessment procedures are employed:

1) University end-of-semester course evaluations

2) Departmental mid-semester course evaluations

3) Departmental course objective surveys

4) Course portfolio evaluations

5) Exit Interviews

6) Alumni feedback

7) Employer surveys

8) Department academic council meetings

9) Faculty meetings

10) Project work

11) Placements and

12) Professional societies

.

Each is described in more detail below:

(1) University end-of-semester course evaluations:

Jawaharlal Nehru Technological University (JNTU) conducts end-of-semester examination for all courses. Summary results for each course are distributed to the appropriate instructor and the HOD, summarizing the course-specific results and comparing them to the average across the university. Students are encouraged to write specific comments about the positive and negative aspects of the course. The statistical summary and student comments are presented and also submitted to the principal and department academic council for

(2) review.

Departmental mid-semester course evaluations:

The Electrical and Electronics Engineering department conducts mid-semester reviews for all courses. Students are encouraged to participate in a feedback survey on the state of the courses they have currently chosen. The survey provides student an opportunity for a

(3) written comment as well. Faculty are strongly encouraged to review these evaluations and draft a brief response on how they will react to correct any deficiencies noted by the students. The results are reviewed by department faculty (all faculty have permission to read results for all courses).

Departmental course objective surveys and evaluations:

The Electrical and Electronics Engineering department conducts end-of-semester course objective surveys for all of our courses. Students are encouraged to fill out a feed back form for the courses they are currently studying. Faculties are strongly encouraged to review these evaluations and draft a brief response on how to improve upon observations by the students. The results are reviewed by departmental committee (all faculty have permission to read results for all courses). The results of how program satisfy course objectives are discussed. Based on this feedback for certain courses, alterations / changes to the course objectives are recommended for implementation.

(4) Course portfolio evaluations:

Department collects course portfolios from the instructor of each course offered in a given semester. They are documented and are available for entire EEE faculty to study. These portfolios help the course coordinator monitor how the course is being taught, and helps new faculty to understand how more experienced colleagues teach the given course. With respect to assessment, each portfolio contains two surveys to be submitted by the instructor of the course. The beginning-of-semester survey encourages faculty members to think about what they can do to improve the teaching and administration of their course, compared with the last time they taught it. The end-of-semester survey encourages faculty to record what did and did not work well during this course offering and what improvements should be made for the future.

(5) Exit Interviews:

Inputs from final year students are solicited annually through “Exit Survey”. The results are disseminated to the faculty and department advisory council for analysis and action. The questionnaire is designed to survey program outcomes, solicit information on program experiences, career choices as well as suggestions and comments. This instrument seeks to assess how students view the department's program in retrospect.

(6) Alumni feedback:

The “alumni survey” is a medium where our alumni’s perception on effectiveness of our

PEOs is captured. Through this written questionnaire we seek input on the Program

Objectives and Learning Outcomes from alumni based on their job experience (after graduation and after they have spent few years with their employer). Alumni are excellent resources with perspective on the values and advantages of their education. They also

provide opportunities for current students for networking and potential employment. The data is analyzed and used for continuous improvement in PEOs.

(7) Employer surveys:

The employer survey is a feedback tool and a survey participated by “Employers and

Advisors” of alumni (with two or more years in employment). We review the effectiveness of our curriculum through this feedback and assess how well the student performed in real world and issues related to Electrical and Electronics Engineering. We seek information on several categories of preparation, and for each category, employer’s perception about our graduates is captured. This survey assists us in determining effectiveness and overall performance level of our Program Educational Objectives.

(8) Department Academic Committee meetings:

The Electrical and Electronics Engineering Department Advisory Committee (EEEDAC) includes a diverse group of experts from academe, industry and the alumni. The Advisory

Council visits the institute and holds meeting with representatives of administration, faculty and the students. The head of department presents a report on improvements and amendments to the program to the council. The advisory council prepares a status report for action and review by the Principal.

(9) Faculty meetings:

The state of undergraduate program is the focal point of monthly faculty meetings and thus is a common agenda point for such meetings. The faculty devotes substantial time, in formal and informal discussions, assessing state of the program and searching for improvements.

(10) Project work:

The final project reports, must demonstrate that students produced solutions to research/industry problems involving contemporary issues. There is no scale for this tool as the reports provide qualitative data.

(11) Placements:

Data from the Placement and Training Centre pertaining to placement of graduates reflects how successful our graduates are in securing a job in a related field.

(12) Professional societies:

The role of professional societies in introducing our students to technical, entrepreneurial and societal aspects of the field and in providing outstanding opportunities for lifelong learning makes them important constituents. Department of Electrical and Electronics

Engineering support student chapters of the IEEE Power Engineering Society (PES) and

Power Electronics Society (PELS). The initiative encourages student participation and provides means and interface for service, enhancing the profession, networking and leadership skills.

WRITING AND ASSESSING COURSE

LEVEL STUDENT LEARNING OUTCOMES

Learning Outcomes

Learning Outcomes are the formal statements of what students are expected to learn in a course.

Synonyms for “learning outcome” include expected learning outcome, learning outcome statement, and student learning outcome. Course level student learning outcomes provide information on exactly what expected learning outcomes are and what methods can be used to assess them. This is designed to assist faculty with the process of developing expected learning outcomes and methods for assessing those outcomes in their courses. This provides basic information related to course purpose, expected learning outcomes, methods for assessing expected learning outcomes, criteria for grade determination and a course outline. After reading and completing this, individuals will be able to:



Prepare a description of the course as well as a written statement regarding the course’s purpose;



Construct/develop expected learning outcomes for the course;



Create an assessment plan that outlines the specific methods that will be used to assess the expected student learning outcomes for a course;



Describe how grades will be determined in a process that is separate and distinct from assessing the expected learning outcomes;



Identify the common components of a course outline



Revise their course syllabi to incorporate a course purpose, expected learning outcomes, methods to assess those outcomes, the criteria for grade determination, and a course outline.



This process uses some terminology related to expected learning outcomes and assessment. A brief glossary of terms has been provided below for reference purposes.

Assessment of expected learning outcomes: The process of investigating (1) what students are learning and (2) how well they are learning it in relation to the stated expected learning outcomes for the course.

Assessment plan: The proposed methods and timeline for assessment-related activities in a given course (e.g., when are you going to check what/how well the students are learning and how are you going to do that?).

Classroom Assessment Technique (CAT): Angelo and Cross (1993) developed a variety of techniques/activities than can be used to assess students’ learning. These CATs are often done anonymously and are not graded. These activities check on the class’ learning while students are still engaged in the learning process. An example of a CAT is a non-graded quiz given a few weeks before the first exam.

Course description: A formal description of the material to be covered in the course.

Course purpose: The course purpose describes the intent of the course and how it contributes to the programme. The course purpose goes beyond the course description.

Evaluation: Making a judgment about the quality of student’s learning/work and assigning marks based on that judgment. Evaluation activities (such as exams, papers, etc.) are often seen as formal ways to assess the expected learning outcomes for a course.

Methods for assessing student learning outcomes: This term refers to any technique or activity that is used to identify what students are learning or how well they are learning. Formal methods for evaluating student learning outcomes include Continuous Assessment Tests, Mid Semester Test,

Tutorials, End Semester Examination etc. The assessment methods are used to identify how the well students have acquired the learning outcomes for the course.

1.

COURSE PURPOSE

One of the first steps in identifying the expected learning outcomes for a course is identifying the purpose of teaching in the course. By clarifying the purpose of the course, faculty can help discover

the main topics or themes related to students’ learning. These themes help to outline the expected learning outcomes for the course.

The course purpose involves the following:

1.

What role does this course play within the programme?

2.

How is the course unique or different from other courses?

3.

Why should/do students take this course? What essential knowledge or skills should they gain from this experience?

4.

What knowledge or skills from this course will students need to have mastered to perform well in future classes or jobs?

5.

Why is this course important for students to take?

The “Course Description” provides general information regarding the topics and content addressed in the course, the “Course Purpose” goes beyond that to describe how this course fits in to the students’ educational experience in the programme.

2.

EXPECTED LEARNING OUTCOMES

An expected learning outcome is a formal statement of what students are expected to learn in a course. Expected learning outcome statements refer to specific knowledge, practical skills, areas of professional development, attitudes, higher-order thinking skills, etc. that faculty members expect students to develop, learn, or master during a course (Suskie, 2004). Expected learning outcomes are also often referred to as “learning outcomes”, “student learning outcomes”, or “learning outcome statements”.

Simply stated, expected learning outcome statements describe:

1.

What faculty members want students to know at the end of the course and

2.

What faculty members want students to be able to do at the end of the course.

Learning outcomes have three major characteristics

1. They specify an action by the students/learners that is observable

2. They specify an action by the students/learners that is measurable

3. They specify an action that is done by the students/learners (rather than the faculty members)

Effectively developed expected learning outcome statements should possess all three of these characteristics. When this is done, the expected learning outcomes for a course are designed so that they can be assessed (Suskie, 2004).

3.

WRITING EFFECTIVE LEARNING OUTCOME STATEMENTS

When writing expected learning outcomes, it is important to use verbs that describe exactly what the learner(s) will be able to do upon completion of the course.

Examples of good action words to include in expected learning outcome statements:

Compile, identify, create, plan, revise, analyze, design, select, utilize, apply, demonstrate, prepare, use, compute, discuss, explain, predict, assess, compare, rate, critique, outline, or evaluate

There are some verbs that are unclear in the context of an expected learning outcome statement

( e.g., know, be aware of, appreciate, learn, understand, comprehend, become familiar with ). These words are often vague, have multiple interpretations, or are simply difficult to observe or measure

(American Association of Law Libraries, 2005). As such, it is best to avoid using these terms when creating expected learning outcome statements.

For example, please look at the following learning outcomes statements:



The students will understand Electrical Distribution Systems.



The students will appreciate knowledge discovery from Distribution Automation Techniques.

Both of these learning outcomes are stated in a manner that will make them difficult to assess.

Consider the following:



How do you observe someone “understanding” a theory or “appreciating” Distribution

Automation Techniques?



How easy will it be to measure “understanding” or “appreciation”?

These expected learning outcomes are more effectively stated the following way:



The students will be able to identify and describe what techniques are used in Distribution

Automation systems.



The students will be able to identify the characteristics of Classification techniques from other

Distribution Automation Techniques.

Incorporating Critical Thinking Skills into Expected Learning Outcomes Statements

Many faculty members choose to incorporate words that reflect critical or higher-order thinking into their learning outcome statements. Bloom (1956) developed a taxonomy outlining the different types of thinking skills people use in the learning process. Bloom argued that people use different levels of thinking skills to process different types of information and situations. Some of these are basic cognitive skills (such as memorization) while others are complex skills (such as creating new ways to apply information). These skills are often referred to as critical thinking skills or higher-order thinking skills .

Bloom proposed the following taxonomy of thinking skills. All levels of Bloom’s taxonomy of thinking skills can be incorporated into expected learning outcome statements. Recently, Anderson and

Krathwohl (2001) adapted Bloom's model to include language that is oriented towards the language used in expected learning outcome statements. A summary of Anderson and Krathwohl’s revised version of Bloom’s taxonomy of critical thinking is provided below.

Definitions of the different levels of thinking skills in Bloom’s taxonomy

1.

Remember – recalling relevant terminology, specific facts, or different procedures related to information and/or course topics. At this level, a student can remember something, but may not really understand it.

2.

Understand – the ability to grasp the meaning of information (facts, definitions, concepts, etc.) that has been presented.

3.

Apply – being able to use previously learned information in different situations or in problem solving.

4.

Analyze – the ability to break information down into its component parts. Analysis also refers to the process of examining information in order to make conclusions regarding cause and effect, interpreting motives, making inferences, or finding evidence to support statements/arguments.

5.

Evaluate – being able to judge the value of information and/or sources of information based on personal values or opinions.

6.

Create – the ability to creatively or uniquely apply prior knowledge and/or skills to produce new and original thoughts, ideas, processes, etc. At this level, students are involved in creating their own thoughts and ideas.

List of Action Words Related to Critical Thinking Skills

Here is a list of action words that can be used when creating the expected student learning outcomes related to critical thinking skills in a course. These terms are organized according to the different levels of higher-order thinking skills contained in Anderson and Krathwohl’s (2001) revised version of Bloom’s taxonomy.

REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE CREATE

Count

Define

Describe

Draw

Identify

Label

List

Match

Name

Outline

Point

Quote

Read

Recall

Recite

Recognize

Record

Repeat

Reproduce

Select

State Write

Associate

Compute

Convert

Defend

Discuss

Distinguish

Estimate

Explain

Extend

Extrapolate

Generalize

Give examples

Infer

Paraphrase

Predict

Rewrite

Summarize

Add

Apply

Calculate

Change

Classify

Complete

Compute

Demonstrate

Discover

Divide

Examine

Graph

Interpolate

Manipulate

Modify

Operate

Prepare

Produce

Show

Solve

Subtract

Translate

Use

Analyze

Arrange

Breakdown

Combine

Design

Detect

Develop

Diagram

Differentiate

Discriminate

Illustrate

Infer

Outline

Point out

Relate

Select

Separate

Subdivide

Utilize

Appraise

Assess

Compare

Conclude

Contrast

Criticize

Critique

Determine

Grade

Interpret

Judge

Justify

Measure

Rank

Rate

Support

Test

4.

TIPS FOR DEVELOPING COURSE LEVEL EXPECTED LEARNING OUTCOMES STATEMENTS

Limit the course-level expected learning outcomes to 5 - 10 statements for the entire course (more detailed outcomes can be developed for individual units, assignments, chapters, etc.).

Focus on overarching or general knowledge and/or skills (rather than small or trivial details).

Focus on knowledge and skills that are central to the course topic and/or discipline.

Create statements that are student-centered rather than faculty-centered (e.g., “upon completion of this course students will be able to list the names of all Distribution Automation Techniques versus

“one objective of this course is to teach the names of all Distribution Automation Techniques. )

Focus on the learning that results from the course rather than describing activities or lessons in the course.

Incorporate or reflect the institutional and departmental missions.

Categorize

Combine

Compile

Compose

Create

Drive

Design

Devise

Explain

Generate

Group

Integrate

Modify

Order

Organize

Plan

Prescribe

Propose

Rearrange

Reconstruct

Related

Reorganize

Revise

Rewrite

Summarize

Transform

Specify

Incorporate various ways for students to show success (outlining, describing, modeling, depicting, etc.) rather than using a single statement such as “at the end of the course, students will know

_______ “ as the stem for each expected outcome statement.

5.

SAMPLE EXPECTED LEARNING OUTCOMES STATEMENTS

The following depict some sample expected learning outcome statements from selected courses.

Basic Electrical Engineering:

At the end of the course, the student should be able to:



Define basic electrical concepts, including electric charge, current, electrical potential, electrical Power and energy.



Distinguish the relationship of voltage and current in resistors, capacitors, inductors, and mutual Inductors.



Differentiate circuits with ideal, independent, and controlled voltage and current sources and able to apply Kirchhoff’s voltage and current laws to the analysis of electric circuits.



Illustrate to apply concepts of electric network topology, nodes, branches, and loops to solve circuit problems, including the use of computer simulation.



Emphasize on basic laws and techniques to develop a working knowledge of the methods of analysis used.



Interpret to solve series and parallel magnetic circuits



Design various two port network parameters and relations between them.

AC Machines - I:

Upon completion of this course, the students will be able to:



Capable to analyze the principle, Construction and operation of a single phase transformer



Proficient with the transformer about the No Load and Load Conditions.



Development of basic skills in design and analysis of the Equivalent Circuit of a Transformer.



Acquaint with the star-star, delta –delta, star-delta, delta-star connections of a polyphase transformer.



Discriminate the principle, construction and operation of a three phase Induction Motor.



Interpret the different techniques for the speed control of an Induction Motor



Interpolate the performance and torque –slip characteristics of an Induction motor

Power System Generation:

Upon completion of this course, students will acquire knowledge about:



Analyze the power system structure and interconnected grid system



Compare the applications and significance of both conventional and non-conventional sources



Proficient in comparison of different types of generating stations.



Categorize the different types of substations & its layouts.



Analyze and perform the tasks of correcting the power factor & voltage control.



Analyze the power generation economic aspects such as load curves & factor governing the power system performance.



Evaluate the tariff methods & calculations

Power System Operation and Control:

After completing this course the student must demonstrate the knowledge and ability to:



Associate and apply the concept and principle of unit commitment and optimal operation of power plants.



Estimate the interconnection of power systems networks with two or more streams.



Assess various methods to obtain the economic operation.



Proficient in load frequency control of single area and two area networks,



Identify the steady state and dynamic performance of I area LFC and II area LFC.



Analyze and perform the tasks of modeling the generator, turbine, and speed governor.



Compute reactive power control in transmission lines and compensation of reactive power.

6.

AN OVERVIEW OF ASSESSMENT

According to Palomba and Banta (1999) assessment involves the systematic collection, review, and use of evidence or information related to student learning. Assessment helps faculty understand how well their students understand course topics/lessons. Assessment exercises are often anonymous. This anonymity allows students to respond freely, rather than trying to get the “right” answer or look good. Assessment exercises attempt to gauge students’ understanding in order to see what areas need to be re-addressed in order to increase the students’ learning.

In other words, assessment is the process of investigating (1) what students are learning and (2) how well they are learning it in relation to the stated expected learning outcomes for the course. This process also involves providing feedback to the students about their learning and providing new learning opportunities/strategies to increase student learning.

For example, Dr. JVR initiates a class discussion on material from Chapter One and determines that most students are confused about Topic X. This class discussion served as a method for assessing student learning and helped determine the fact that student learning related to Topic X is somewhat lacking. Dr. JVR now has the opportunity to (1) inform the students that there is some confusion and

(2) make adjustments to address this confusion (e.g., ask student to re-read Chapter One, re-lecture over Topic X, etc.). This assessment process helps increase students’ learning .

Difference betwee n “evaluation” and “assessment”

Evaluation focuses on making a judgment about student work to be used in assigning marks that express the level of student performance. Evaluation is usually used in the process of determining marks . Evaluation typically occurs after student learning is assumed to have taken place (e.g., a final exam). Evaluation is part of the assessment process. Course assignments that are evaluated/graded

(e.g., exams, papers, tutorials, etc.) are often seen as formal assessment techniques.

While evaluation is an important component of most classrooms, it does have some limitations. For example, if the class average on an exam is a 45%, is seems pretty clear that something went wrong along the way. When one has only evaluated the final learning product, it can be challenging to go back and discover what happened. It can also be difficult to address the situation or provide opportunities for students to learn from their mistakes. Yes, a curve on an exam can help address a low class average, but does it help the students learn? Engaging in informal assessment activities throughout the course can help avoid this situation.

Assessment process

1.

Establishing expected learning outcomes for the course;

2.

Systematically gathering, analyzing, and interpreting evidence (through formal assessment activities such as exams or papers and informal assessment activities such as in-class discussions exercises) to determine how well the students’ learning matches:

 faculty expectations for what students will learn and

 the stated expected learning outcomes for the course

3.

Faculty members should use this evidence/assessment of student learning to:

 provide questionery to students about their learning (or lack thereof) and

 adjust their teaching methods and/or students’ learning behaviors to ensure greater student learning (Maki, 2004).

The Best Practice in a Classroom Assessment and is an example of a method that can be used to assess learning outcomes. At the end of a class period or major topic, faculty ask students to anonymously write down what point(s) were the most unclear to them. After class, faculty members review these responses and then re-teach or re-address any confusing topics, thus increasing student learning (Angelo & Cross, 1993).

7.

WRITING A COURSE PURPOSE

Determining the PURPOSE of teaching the course

When planning a course and determining the Learning Outcomes for that course, it is important to examine the course’s purpose within the context of the college, and/or the department/program.

This process will assist faculty in determining the intent of the course as well as how the course fits into the curriculum. This will help identify the essential knowledge, skills, etc. that should be incorporated into the course and the stated expected learning outcomes for the course. The course purpose section should clarify the course’s standing within the programme (e.g., is the course required or an elective?, does this class have a pre-requisite?, etc.) . It should also describe the course’s role in the departmental/programmatic curriculum by addressing the intent (importance, main contribution, intrinsic value, etc.) of the class.

STEP ONE: Determine if the course is part of the IEEE / ACM / AICTE Model Curriculum

The earliest curriculum was published in 1968 for computer science (CS) by the Association for

Computing Machinery (ACM), and in 1977 the Computer Society of the Institute for Electrical and

Electronic Engineers (IEEE-CS) provided its first curriculum recommendations. In the late 1980’s the

ACM and the IEEE-CS together formed a task force to create curricula for computer science and computer engineering. The core curriculum covers classes in computer science curriculum, and subsequently separate curricula reports were issued for information systems, software engineering and computer engineering

STEP TWO: Determine how the course fits into the departmental curriculum

Here are some questions to ask to help determine how a course fits in the departmental curriculum:

What role does the course play in the departmental/programmatic curriculum?



Is this course required?



Is this course an elective?



Is this course required for some students and an elective for others?



Does this class have a pre-requisite?



Is this class a pre-requisite for another class in the department?



Is this course part of IEEE / ACM / AICTE Model Curriculum?

How advanced is this course?



Is this course an undergraduate or graduate course?



Where does this course fall in students’ degree plan - as an introductory course or an advanced course?





Can I expect the students taking this course to know anything about the course topic?

Are other faculty members counting on students who have taken this course to have mastered certain knowledge or skills?

When students leave this course, what do they need to know or be able to do?



Is there specific knowledge that the students will need to know in the future?



Are there certain practical or professional skills that students will need to apply in the future?



Five years from now, what do you hope students will remember from this course?

What is it about this course that makes it unique or special?



Why does the program or department offer this course?



Why can’t this course be “covered” as a sub-section of another course?



What unique contributions to students’ learning experience does this course make?



What is the value of taking this course? How exactly does it enrich the program or department?

8.

WRITING EXPECTED LEARNING OUTCOMES FOR A COURSE

The following pages should be of assistance in developing several broad, effectively stated expected learning outcomes for a course. When beginning to construct expected learning outcome statements, it is always good to think about the learners.

Please take a moment to think about the student learners in the course. Please consider the following questions:



What are the most essential things the students need to know or be able to do at the end of this course?



What knowledge and skills will they bring with them?



What knowledge and skills should they learn from the course?

When you begin thinking about the expected learning outcomes for a course, it is a good idea to think broadly. Course-level expected learning outcomes do not need to focus on small details; rather, they address entire classes of theories, skill sets, topics, etc.

The “Course Description” contains the following contents:



Course Overview



Prerequisite(s)



Marks Distribution



Evaluation Scheme



Course Objectives



Course Outcomes



How Course Outcomes are assessed



Syllabus



List of Text Books / References / Websites / Journals / Others



Course Plan



Mapping course objectives leading to the achievement of the programme outcomes



Mapping course outcomes leading to the achievement of the programme outcomes

9.

REFERENCES

1.

American Association of Law Libraries (2005). Writing learning outcomes. Retrieved May

31, 2005 from http://www.aallnet.org/prodev/outcomes . asp .

2.

Anderson, L.W., and Krathwohl, D.R. (Eds.) (2001). Taxonomy of learning, teaching, and assessment: A revision of Bloom's taxonomy of educational objectives. New York:

Longman.

3.

Angelo, T.A. & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd Ed.). San Francisco, CA: Jossey-Bass. Ball State University, (1999).

4.

Bloom’s Classification of Cognitive Skills. Retrieved, June 10, 2005 from http://web.bsu.edu/IRAA/AA/WB/chapter2.htm.

5.

Bloom, B.S., (1956) Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. Longmans, Green: New York, NY.

6.

Hales, L.W. & Marshall, J.C. (2004). Developing effective assessments to improve teaching and learning. Norwood, MA: Christopher-Gordon Publishers, Inc.

7.

Huba, M.E., (2005). Formulating intended learning outcomes. Retrieved June 16, 2005 from http://www.viterbo.edu/academic/titleiii/events/files/Jun04/Intended%20Learning%20

Outcomes.ppt#256,1, Formulating Intended Learning Outcomes.

8.

Kansas State University, (2004). Assessment of student learning plan. Retrieved May 15,

2005 from http://www.k-state.edu/assessment/Library/templatew.doc.

9.

Kansas State University, (2004). Form for identifying strategies and processes for the assessment of student learning outcome(s). Retrieved May 15, 2005 from http://www.kstate.edu/assessment/Library/strategies.pdf.

10.

Kansas State University, (2005). How to write student learning outcomes: Action verb

List – suggested verbs to use in each level of thinking skills. Retrieved May 15, 2005 from http://www.k-state.edu/assessment/Learning/action.htm.

11.

Krumme, G (2001). Major categories in the taxonomy of educational objectives (Bloom

1956). Retrieved June 6, 2005 from http://faculty.washington.edu/krumme/guides/ bloom1 Html.

12.

Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment across the institution. Stylus: Sterling, VA.

13.

Palomba, C.A. & Banta, T.W. Eds. (2001). Assessing student competence in accredited disciplines: Pioneering approaches to assessment in higher education. Stylus: Sterling,

VA.

14.

Siebold, R. & Beal, M. (May 2005). Online course development guide: The workbook.

Presented at The Teaching Professor Conference in Shaumburg, IL.

15.

Suskie, L. (ed) (2001). Assessment to promote deep learning: Insight from AAHE’s 2000 and 1999 Assessment Conferences.

16.

Suskie, L. (2004). Assessing student learning: A common sense guide. Anker Publishing

Company: Bolton, MA.

17.

St. Edward's University Center for Teaching Excellence (2004). Task Oriented Question

Construction Wheel Based on Bloom's Taxonomy. Retrieved on May 17, 2005 from http://www.stedwards.edu/cte/resources/bwheel.htm.

18.

Texas Tech University (2005). Texas Tech University 2005-06 Undergraduate and

Graduate Catalog Volume LXXXII. Published by the Office of Official Publications:

Lubbock.

19.

TX. Texas Tech University Office of the Ombudsman, (2005). Syllabus Guide for Faculty:

Tips for creating a conflict free syllabus. Retrieved June 9, 2005 from http:// www.depts.ttu.edu/ombudsman/publications/SyllabusGuideforFaculty.doc.

SAMPLE COURSE DESCRIPTION

Course Code

Course Title

Course Structure

(Autonomous)

Shamshabad, Hyderabad – 501 218

DEPARTMENT OF ELECTRICAL AND ELECTRONICS ENGINEERING

VCE – R 11 A Regulations

IV Semester

COURSE DESCRIPTION

: AEE11T08

:

: AC Machines-I

Lectures Tutorials Practicals Credits

4 1 - 4

Course Coordinator : Ms. D. Shobha Rani, Professor Dept of EEE

Team of Instructors : Md Asif, Associate Professor

I.

II.

Course Overview:

This course focuses on basic principle, construction & operation of single phase transformers, poly phase transformers and three phase Induction Motors. The detailed study about the operation of transformer under load and no load conditions will be concentrated. The design aspects about the equivalent circuit of transformer will be elucidated and also the various poly phase connections will be enlightened. The basic principle involved in the production of rotating magnetic field in an three phase induction motor will be discussed also the Speed control and starting methods of three phase

Induction motors are emphasized.

Prerequisite(s):

Level

UG

Credits

4

Periods / Week

5

Prerequisites

DC Machines

III. Marks Distribution:

Sessional Marks

Continuous Assessment Tests

There will be two Continuous Assessment Tests in theory courses having a weight age of 10 marks to be answered in two hours duration each.

The first Continuous Assessment Test will be held in the 7 th

week with the announced schedule in the first two units of syllabus. The second

Continuous Assessment Test will be held at the end of the semester with the announced schedule in the fourth and fifth units of syllabus.

Marks shall be awarded considering the average of two Continuous

Assessment Tests in each course. In case a student does not appear in the Continuous Assessment Tests due to any reason whatsoever, will get zero marks(s).

Mid Semester Test

There will be one Mid Semester Test in theory courses for a maximum of 15 marks to be answered in two hours duration. The Mid Semester

Test will be held in the 10 th

week with the announced schedule in the first three units of syllabus. In case a student does not appear in the Mid

Semester Test due to any reason whatsoever, will get zero marks(s).

University

End Exam

Marks

75

IV. Evaluation Scheme:

Continuous Assessment Test

Mid Semester Test

End Semester Examination

10 marks

15 marks

75 marks

Total

Marks

100

VII.

V. Course Educational Objectives:

I.

Introduce students to the basic fundamentals related to the principle, construction and operation of a Practical Transformer.

II.

Understand the different types of transformers and the different operating conditions of a transformer.

III.

To measure the performance of a transformer by conducting transformer tests and to calculate the parameters of a transformer

VI.

IV.

Use important concepts related to connections of a polyphase transformer.

V.

Introduce students to the basic fundamentals related to the principle, construction and operation of an Induction Motor.

VI.

To measure the performance and characteristics of an Induction motor by conducting Circle diagram

VII.

To perform different techniques for the speed control of an Induction Motor

Course Outcomes:

1 Capable to analyze the principle, Construction and operation of a single phase transformer

2 Proficient with the transformer about the No Load and Load Conditions.

3 Development of basic skills in design and analysis of the Equivalent Circuit of a Transformer.

4 Acquaint with the star-star, delta-delta, star-delta, delta-star connections of a polyphase transformer.

5 Discriminate the principle, construction and operation of a three phase Induction Motor.

6 Interpret the different techniques for the speed control of an Induction Motor

7 Interpolate the performance and torque –slip characteristics of an Induction motor

How Program Outcomes are assessed:

A

B

C

Ability to apply knowledge of mathematics, science electronics and electrical engineering.

Ability to design electrical, electronics circuits and conduct experiments with electrical engineering as well as to analyze and interpret data.


Ability to design digital and analog systems pertaining to electrical systems.

Level

H

S

N

Proficiency assessed by

Assignments,

Exercises

Hands on Practice

Sessions

--

D

E

F

G

H

I

Ability to visualize and work on multi-disciplinary tasks.

Ability to identify, formulate and solve engineering problems.

An understanding of professional and ethical responsibility.

Ability to communicate effectively in both verbal and written form.

Ability to develop confidence for self-education and to understand the value of life-long learning.

Ability to recognize the impact of engineering on society.

N

H

N

N

N

N

--

Design Exercises

--

--

--

--

J

Ability to acquire new knowledge to use modern engineering tools, software and equipments to analyze problems necessary for engineering practice.

S

Design Exercises,

Seminars, Paper

Presentations

K

L

Knowledge of contemporary issues to undertake innovative projects.

Ability to use the techniques and skills to face and succeed in competitive examinations like GATE, GRE, TOEFL, GMAT etc.

H

H

Design Exercises,

Development of

Prototypes, Mini

Projects

Exams, Discussions

N= None S = Supportive H = Highly Related

VIII.

SYLLABUS

UNIT-I

CONSTRUCTION, OPERATION & PERFORMANCE OF SINGLE PHASE TRANSFORMERS :

Single phase transformers-types - constructional details-minimization of hysteresis and eddy current losses-emf equation - operation on no load and on load - phasor diagrams. Equivalent circuit - losses and efficiency-regulation. All day efficiency - effect of variations of frequency & supply voltage on iron losses.

UNIT-II

TESTING OF SINGLE PHASE TRANSFORMER AND AUTO TRANSFORMER :

OC and SC tests - Sumpner’s test - predetermination of efficiency and regulation-separation of losses test-parallel operation with equal and unequal voltage ratios - auto transformers-equivalent circuit - comparison with two winding transformers.

UNIT-III

POLYPHASE TRANSFORMERS :

Polyphase transformers - Polyphase connections - Y/Y, Y/



,



/Y,



/



and open



, Third harmonics in phase voltages-three winding transformers-tertiary windings-determination of Zp, Zs and Zt transients in switching - off load and on load tap changing; Scott connection.

UNIT-IV

CONSTRUCTION, PRINCIPLE, THEORY &CHARACTERISTICS OF POLYPHASE INDUCTION MOTORS :

Polyphase induction motors-construction details of cage and wound rotor machines-production of a rotating magnetic field - principle of operation - rotor emf and rotor frequency - rotor reactance, rotor current and pf at standstill and during operation.

IX.

Rotor power input, rotor copper loss and mechanical power developed and their inter relation-torque equation-deduction from torque equation - expressions for maximum torque and starting torque - torque slip characteristic - double cage and deep bar rotors - equivalent circuit - phasor diagram - crawling and cogging

UNIT-V

CIRCLE DIAGRAM & SPEED CONTROL METHODS OF INDUCTION MOTORS :

Circle diagram-no load and blocked rotor tests-predetermination of performance-methods of starting and starting current and torque calculations. Speed control-change of frequency; change of poles and methods of consequent poles; cascade connection. Injection of an emf into rotor circuit (qualitative treatment only)-induction generator-principle of operation.

List of Text Books / References / Websites / Journals / Others

TEXT BOOKS :

1. Theraja B L , Theraja A K , (2000) “ Electrical Technology”, New Delhi: S. Chand Publishers,

2. Bimbra P S , (2008) “Electrical Machines”.

New Delhi: Khanna Publishers,

3. Gupta J B, (2006) “Electrical Machines” , 14 th

edition, New Delhi: S K Publishers,

REFERENCE BOOKS

1.

2.

Ashfaq Hussain , (2005),

Clayton & Hancock,

“Electric Machines” , 2 nd

Edition , New Delhi: Dhanpat Rai Publications

“Performance and Design of D.C Machines” , 4 th

Edition , New Delhi: BPB

Publishers,

3.

Nagrath I J & Kothari D P , (2004) “Electric Machines” , 3 rd

Edition, New Delhi: Tata Mc Graw - Hill

Publishers ,

4.

Fritzgerald A E, Kingsley C and Umans S, “Electric Machinery”, 5 th

Edition, New Delhi: Mc Graw-Hill

Companies,

X. Course Plan:

Lecture

No.

The course plan is meant as a guideline. There may probably be changes.

Course Learning Outcomes Topics to be covered

Introduction to Single Phase transformers

1

2

3,4,5

6

7

Extrapolate the basics of Single Phase transformers

Discriminate Principle of Single Phase transformers, Emf equation

Ability to Paraphrase the Construction details of Single Phase Transformers

Able to differentiate the types of single phase transformers

Compute the Operation of single phase

Principle of Single Phase transformers, Emf equation

Construction details of Single Phase

Transformers

Types of single phase transformers, problems

Operation of single phase transformer on no load and load conditions,

8,9

10

11,12

13 transformer on no load and load conditions

Discriminate the Phasor diagrams of transformers

Compute Equivalent Resistance and

Leakage reactance of single phase transformer

Design Equivalent circuit of single phase transformer

Paraphrase about Losses in

Transformers, Efficiency of a transformer.

Phasor diagrams of transformers, Problems

Equivalent Resistance and Leakage reactance of single phase transformer

Equivalent circuit of single phase transformer, Problems

Losses in Transformers, Efficiency of a transformer, problems

14,15 Compute the all day efficiency, problems Calculation of all day efficiency, problems

16

Interpret the effect of varying frequency on core losses

Regulation of Transformer, effect of varying frequency on core losses, Problems

17,18

19,20

Conduct the Open circuit and Short circuit test on Single phase T/F

Open circuit and Short circuit test on Single phase T/F,

Predetermine the efficiency & regulation

Conduct Sumpner’s test on 1-phase T/F Sumpner’s test on 1-phase T/F, Problems

21,22

23,24

25

26

27,28

29

30,31,3

2

33,34

Estimate Separation of core losses in a 1phase T/F

Interpolate Parallel operation of T/Fs, equal voltage Ratios , unequal voltage ratios

Analyze about Auto transformers, comparison with two winding transformers

Categorize Poly phase connection of transformers

Design Y-∆, ∆-Y, Y-Y, ∆-∆, connections in

3 ph transformers

Design V-V connections, Tap changing

Transformer

Interpolate Three winding Transformers,

Scott connection of Transformers

Separation of core losses in a 1-phase T/F, problems

Parallel operation of T/Fs, equal voltage

Ratios , unequal voltage ratios

Problems

Auto transformers, comparison with two winding transformers , Problems

Poly phase connection of transformers

Y-∆, ∆-Y, Y-Y, ∆-∆, connections in 3 ph transformers

V-V connections, Tap changing Transformer

Three winding Transformers, Scott connection of Transformers,

Problems,

Polyphase Induction Motors principle of operation, production of rotating magnetic field for 2 ph & 3 ph

35

36

37,38

Extrapolate a Polyphase Induction

Motors principle of operation, production of rotating magnetic field for

2 ph & 3 ph

Generalize the Constructional details of

Induction Motors & Types of rotors

Interpret Rotor emf , frequency, reactance, current and pf at standstill and during operation

Determine the value of slip in an induction motor

Constructional details of Induction Motors

& Types of rotors

Calculation Rotor emf , frequency, reactance, current and pf at standstill and during operation

Problems on slip

Reference

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

39,40

41

42

43,44

45,46

47-50

51,52

53,54

55

56,57

58-60

XI.

Interpret the Rotor power input, rotor copper loss & Mechanical power developed and their relations

Compute the Torque equation and discuss the torque slip characteristics

Obtain the relations between Maximum,

Calculation of Rotor power input, rotor copper loss & Mechanical power developed and their relations

Torque equation ,torque slip characteristics starting and full load torques

Paraphrase about Double cage and deep bar rotors, Crawling and cogging

Relations between Maximum, starting and full load torques

Double cage and deep bar rotors, Crawling and cogging

Problems on torque Determine the value of torque in an induction motor

Interpret the performance of Induction

Motor by using Circle diagram

Predetermination of performance of

Induction Motor by using Circle diagram

Methods of starting Induction Motor Discriminate the Methods of starting

Induction Motor

Design of circle diagram in an induction motor

Generalize the Speed Control methods for Induction Motors- change of frequency method

Paraphrase Change of poles, cascade connection

Interpret injection of an emf into rotor circuit method of speed control,

Induction Generator-principle of

Operation

Problems on circle diagrams

Speed Control methods for Induction

Motors- change of frequency method, problems

Change of poles, cascade connection, problems injection of an emf into rotor circuit method of speed control,

Induction Generator-principle of Operation

Mapping course objectives leading to the achievement of the program outcomes:


Course

Objectives

A B C D E F G H I J

I

II S

S

S

S

K

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

T1,T2

L

S

H

III

IV

V

VI

VII

H

H

H

H

S

S

S

S

S

H

H

H

H

S

S

S

S

S

H

S

H

H

H

H

H

S = Supportive H = Highly Related

XII. Mapping course outcomes leading to the achievement of the program outcomes:

Course

Outcomes

A B C D E


F G H I J

1 S S S

4

5

2

3

6

7

H

H

H

H

S

S

S

S

S

H

H

H

H

S

S = Supportive H = Highly Related

S

S

S

S

K

S

H

H

S

H

H

L

H

H

OUTCOME BASED EDUCATION SYSTEM B

OUTCOME BASED EDUCATION SYSTEM

lectrical and

lectronics

ngineering

(For the Batches Admitted From 2011-2012)

CREATE

EVALUATE

ANALYZE

APPLY

UNDERSTAND

REMEMBER

BLOOM’S TAXONOMY OF LEARNING OUTCOMES

DEPARTMENT VISION AND MISSION

DEPARTMENT VISION AND MISSION

VISION

The vision of the Electrical and Electronics Engineering department is to build a research identity in all related areas of Electrical

Engineering uniquely. Through core research and education, the students will be prepared as the best professional Engineers in the field of Electrical Engineering to face the challenges in such disciplines

MISSION

PROGRAM EDUCATIONAL OBJECTIVES

(PEOs)

AND

PROGRAM OUTCOMES (POs)

Electrical and Electronics Engineering Departmental Advisory Council:

B. Tech - Electrical and Electronics Engineering Program Educational Objectives (PEOs)

Program Educational Objective I

Program Educational Objective II

Program Educational Objective III

Program Educational Objective IV

.

With a view to challenge ourselves and to nurture diverse capabilities for professional and intellectual growth for our graduates

B. TECH - ELECTRICAL AND ELECTRONICS ENGINEERING PROGRAM OUTCOMES:

4.

MAPPING OF OBJECTIVES TO OUTCOMES

5.

:

6.

SPECIFIC LEARNING OUTCOMES IN ENGINEERING:

Ability to recognize the impact of electrical engineering on society

new significant skills.

bility

electrical

electrical

knowledge

to

7.

Faculty Objectives:

8.

Program Outcomes Attained through course modules

9.

The classification of outcomes of the above Electrical and Electronics Engineering courses is grouped as follows:

10.

METHODS OF MEASURING LEARNING OUTCOMES AND VALUE ADDED

.

Each is described in more detail below:

WRITING AND ASSESSING COURSE

LEVEL STUDENT LEARNING OUTCOMES

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