NED UNIVERSITY OF ENGINEERING & TECHNOLOGY

1. Vision &Mission of NED

NED University of Engineering and Technology believes in establishing environment conducive
to continual improvement in its efforts for providing the highest level of quality education.
This University is making all out efforts to raise its standards through teaching excellence and
quality research. These efforts are carried out with involvement of the entire University work
force - To obtain utmost possible satisfaction of its customers.
Our endeavors are to make our students useful to society in particular and to humanity in
general. In dealings with industry and utilities, attempts are made to maintain standards of
integrity as well as quality.

2. Missionof Electronic Engineering Department

Department of Electronic Engineering aims to impart high quality education to students by
providing a learning environment to develop their knowledge and skills. It is our aim to produce
globally competitive electronic engineers enabling them to serve the society through sustainable
engineering principles and practices.

3. Mission of the Electronic Engineering Programme

The mission of the Electronic Engineering Program is to prepare the students for a career in
electronic engineering by equipping them with the fundamental concepts, practical skills,
knowledge of the state-of-the-art and the ability to adapt to the fast-paced advancements in the
field while contributing towards the betterment of the society.
 4. Programme Educational Objectives(PEO)

PEO 1 Technical Knowledge

To provide a solid background of the fundamental concepts of Electronic Engineering along with
the supporting knowledge of mathematics and sciences and a broader perspective of the
multidisciplinary Engineering fields. The programme aims to provide in-depth knowledge of
contemporary Electronic Engineering designs.

PEO 2 Practical Skills

To develop skills to perform experiments, conceive and formulate the problem and devise
alternate solutions for implementation, testing and troubleshooting of electronic based systems.

PEO 3 Self-Learning and Ability to Adapt

Provide an environment conducive to self-learning and independent critical thinking. Develop

skills to adapt to the fast-paced advancements and appreciate innovative solutions by quickly
learning new skills and evaluate radical ideas.

PEO 4 Ethical Grooming

Provide an opportunity to the students to be excellent professionals for industry and responsible
members of the society and should have a clear understanding to uphold high moral values in
face of any conflict

PEO 5 Career Development

Prepare the students for placement in local and International electronic engineering related
employment, entrepreneurship and/or Post-Graduate Studies. Incorporate necessary skills of
project management, teamwork, self-organization, effective communication and presentation.
 5. PROGRAMME LEARNING OUTCOMES
Twelve PLOs have been defined for the Bachelor’s in electronic engineering programme by
keeping in mind the PEOs of the programme.

PLO 1 Engineering Knowledge

An ability to apply knowledge of mathematics, science, engineering fundamentals and an

engineering specialization to the solution of complex engineering problems.

PLO 2 Problem Analysis

An ability to identify, formulate, research literature, and analyse complex engineering problems
reaching substantiated conclusions using first principles of mathematics, natural sciences and
engineering sciences.

PLO 3 Design / Development of Solutions

An ability to design solutions for complex engineering problems and design systems,components
or processes that meet specified needs with appropriate consideration for public health and
safety, cultural, societal, and environmental considerations.

PLO 4 Investigation

An ability to investigate complex engineering problems in a methodical way includingliterature

survey, design and conduct of experiments, analysis and interpretation of experimental
data, and synthesis of information to derive valid conclusions.

PLO 5 Modern Tool Usage

An ability to create, select and apply appropriate techniques, resources, and

modernengineering and IT tools, including prediction and modelling, to complex engineering
activities, with an understanding of the limitations.

PLO 6 The Engineer and Society

To enable them to apply reasoning informed by contextual knowledge to assess societal,

health,safety, legal and cultural issues and the consequent responsibilities relevant to professional
engineering practice and solution to complex engineering problems.

PLO 7 Environment and Sustainability

To able them to understand the impact of professional engineering solutions in societal

andenvironmental contexts and demonstrate knowledge of and need for sustainable
development.

PLO 8 Ethics
To apply ethical principles and commit to professional ethics and responsibilities and norms
ofengineering practice.

PLO 9 Individual and Teamwork

To enable them to work effectively, as an individual or in a team, on multifaceted and /ormulti-

disciplinary settings.

PLO 10 Communication

An ability to communicate effectively, orally as well as in writing, on complex

engineeringactivities with the engineering community and with society at large, such as being
able to comprehend and write effective reports and design documentation, make effective
presentations, and give and receive clear instructions.

PLO 11 Project Management

An ability to demonstrate management skills and apply engineering principles to one’s ownwork,
as a member and/or leader in a team, to manage projects in a multidisciplinary environment.

PLO 12 Lifelong Learning

An ability to recognize importance of, and pursue lifelong learning in the broader context
ofinnovation and technological developments.
 6. Mapping Mission and Vision To Programme Education Objectives

S.N University, Department, Programme Vision and Mission PEOs

o.
1 2 3 4 5
1 University X X X X X
NED University of Engineering and Technology believes in
Vision and
establishing environment conducive to continual improvement3
Mission
in its efforts for providing the highest level of quality
education1,2.
This University is making all out efforts to raise its standards
through teaching excellence and quality research. These efforts
are carried out with involvement of the entire University work
force - To obtain utmost possible satisfaction of its customers.
Our endeavors are to make our students useful to society4 in
particular and to humanity in general. In dealings with industry
and utilities2, 5, attempts are made to maintain standards of
integrity4 as well as quality.
2 Departme Department of Electronic Engineering aims to impart high X X X X X
nt’s Vision quality educationto
and studentsbyprovidingalearningenvironmenttodeveloptheirknowled
Mission geandskills1,2,4.It
isouraimtocreatethegloballycompetitiveelectronicengineers5 ena
blingthemto servethesociety4throughsustainable engineering
principles and practices.
3 Programm X X X X X
e Vision The mission of the Electronic Engineering Program is to prepare
and the students for a career in electronic engineering 5 by equipping
Mission them with the fundamental concepts1, practical skills2, knowledge
of the state-of-the-art and the ability to adapt 3 to the fast-paced
advancements in the field while contributing towards the
betterment of the scoety4.
 DEPARTMENT OF ELECTRONIC ENGINEERING
BACHELORS IN TELECOMMUNICATIONS ENGINEERING
COURSE PROFILE

COURSE CODE/ TITLE SEMESTER(S) OFFERED

PREREQUISITES (Course Codes Only), if any CREDIT HOURS: Theory: ______ Practical: _________
CONTACT HOURS: Theory: ______ Practical: _________
COURSE OBJECTIVES (should be aligned with the Programme Learning Outcomes. At least one CO should cover lab credit, if
applicable)

COURSE TOPICS: (syllabus)

THEORY:

PRACTICAL: (if applicable)

TEXTBOOKS AND REFERENCE BOOKS:

COURSE OUTCOMES: (to be linked with PLO, At least one CO should cover lab credit, if applicable)
S.No. CLO PLO Domain Taxonomy Level
(refer Annexure A) (refer Annexure A)

TEACHING METHODOLOGY: (tools used to teach the course)

ASSESSMENT TOOLS: (Each and every course outcomes is to be assessed, including those relating to Labs)
THEORY:
PRACTICAL:(if applicable)
 ANNEXURE “A”

BLOOM’S TAXONOMY (COMPETENCY LEVELS)

In the PA Keys to Professional Development’s Core Knowledge Competencies, there are three levels of
competency that instructors will select from to identify the purpose of each training offering. The competency
levels are based on Bloom’s Cognitive Taxonomy.

Level C1:Session primarily designed to provide participants with information, knowledge and comprehension
of the topic.
Level C2:Session designed so that participants spend most of the time applying knowledge of the topic.
Level C3:Session designed so that participants spend most of the time using information to practice skills of
analysis, evaluation and synthesizing to create something new.

Category Definition RelatedBehaviors

Recallingorremembering
somethingwithoutnecessarily
Remembering understanding,usingor
changingit.Canthestudent
recallorrememberthe
information?
Understandingsomethingthat
hasbeencommunicatedwithout
Understanding necessarilyrelatingittoanything
else.Canthestudentexplain
ideasorconceptspresented?
Usingageneralconcepttosolve
problemsinaparticular
situation;usinglearnedmaterial
Applying innewandconcretesituations.
Canthe studentusethe
informationinanewway?
Breakingsomethingdowninto its
parts;mayfocuson
identificationofpartsoranalysis
Analyzing ofrelationshipsbetweenparts,
orrecognitionoforganization
principles.Canthestudent
distinguishbetweenthedifferent
partsorprinciples?
Judgingthevalueofmaterialor
methodsastheymightbe
appliedinaparticularsituation;
Evaluating judgingwiththeuseofdefinite
criteria.Canthestudentjustifya
standordecision?
Creatingsomethingnewby
puttingpartsofdifferentideas
Creating togethertomakeawhole.
Canthestudentcreatenew
productorpointofview?
Define,describe,identify,label,list,
match,memorize,pointto,recall,
select,state.
Alter,accountfor,annotate,
calculate,change,convert,group,
explain,generalize,giveexamples,
infer,interpret,paraphrase,predict,
review,summarize,translate.
Apply,adopt,collect,construct,
demonstrate,discover,illustrate,
infer,outline,pointout,select,
separate,sort,subdivide.
Analyze,compare,contrast,
diagram,differentiate,dissect,
distinguish,identify,illustrate,infer,
outline,pointout,select,separate,
sort,subdivide.
Accept,appraise,assess,arbitrate,
award,choose,conclude,criticize,
defend,evaluate,grade,judge,
prioritize,recommend,referee,
reject,select,support.
Blend,build,change,combine,
compile,compose,conceive,
create,design,formulate,generate,
hypothesize,plan,predict,produce,
reorder,revise,tell,write.
Psychomotor Domain
Category
Perception (awareness): The
ability to use sensory cues to
guide motor activity. This ranges
from sensory stimulation, through
cue selection, to translation.
Set: Readiness to act. It includes
mental, physical, and emotional
sets. These three sets are
dispositions that predetermine a
person's response to different
situations (sometimes called
mindsets).
Guided Response: The early
stages in learning a complex skill
that includes imitation and trial
and error. Adequacy of
performance is achieved by
practicing.
Mechanism (basic proficiency):
This is the intermediate stage in
learning a complex skill. Learned
responses have become habitual
and the movements can be
performed with some confidence
and proficiency.
Example and Key Words (verbs)
Examples: Detects non-verbal communication cues.
Estimate where a ball will land after it is thrown and
then moving to the correct location to catch the ball.
Adjusts heat of stove to correct temperature by smell
and taste of food. Adjusts the height of the forks on a
forklift by comparing where the forks are in relation to
the pallet.
Key Words: chooses, describes, detects, differentiates,
distinguishes, identifies, isolates, relates, selects.
Examples: Knows and acts upon a sequence of steps
in a manufacturing process. Recognize one's abilities
and limitations. Shows desire to learn a new process
(motivation). NOTE: This subdivision of Psychomotor
is closely related with the “Responding to phenomena”
subdivision of the Affective domain.
Key Words: begins, displays, explains, moves,
proceeds, reacts, shows, states, volunteers.
Examples: Performs a mathematical equation as
demonstrated. Follows instructions to build a model.
Responds hand-signals of instructor while learning to
operate a forklift.
Key Words: copies, traces, follows, react, reproduce,
responds
Examples: Use a personal computer. Repair a leaking
faucet. Drive a car.
Key Words: assembles, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes,

Complex Overt Response
(Expert): The skillful
performance of motor acts that
involve complex movement
patterns. Proficiency is indicated
by a quick, accurate, and highly
coordinated performance,
requiring a minimum of
energy. This category includes
performing without hesitation,
and automatic performance. For
example, players are often utter
sounds of satisfaction or
expletives as soon as they hit a
tennis ball or throw a football,
because they can tell by the feel
of the act what the result will
produce.
Adaptation: Skills are well
developed and the individual can
modify movement patterns to fit
special requirements.
Origination: Creating new
movement patterns to fit a
particular situation or specific
problem. Learning outcomes
emphasize creativity based upon
highly developed skills.
sketches.
Examples: Maneuvers a car into a tight parallel
parking spot. Operates a computer quickly and
accurately. Displays competence while playing the
piano.
Key Words: assembles, builds, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes,
sketches.
NOTE: The Key Words are the same as Mechanism, but
will have adverbs or adjectives that indicate that the
performance is quicker, better, more accurate, etc.
Examples: Responds effectively to unexpected
experiences. Modifies instruction to meet the needs of
the learners. Perform a task with a machine that it was
not originally intended to do (machine is not damaged
and there is no danger in performing the new task).
Key Words: adapts, alters, changes, rearranges,
reorganizes, revises, varies.
Examples: Constructs a new theory. Develops a new
and comprehensive training programming. Creates a
new gymnastic routine.
Key Words: arranges, builds, combines, composes,
constructs, creates, designs, initiate, makes, originates.
Affective Domain
Category
Receiving Phenomena:
Awareness, willingness to hear,
selected attention.
Responds to Phenomena:
Active participation on the part
of the learners. Attend and react
to a particular phenomenon.
Learning outcomes may
emphasize compliance in
responding, willingness to
respond, or satisfaction in
responding (motivation).
Valuing: The worth or value a
person attaches to a particular
object, phenomenon, or
behavior. This ranges from
simple acceptance to the more
complex state of commitment.
Valuing is based on the
internalization of a set of
specified values, while clues to
these values are expressed in the
learner's overt behavior and are
often identifiable.
Organization: Organizes values
into priorities by contrasting
different values, resolving
conflicts between them, and
creating an unique value system.
The emphasis is on comparing,
relating, and synthesizing
values.
Internalizes
Example and Key Words (verbs)
Examples: Listen to others with respect. Listen
for and remember the name of newly introduced
people.
Key Words: acknowledge, asks, attentive,
courteous, dutiful, follows, gives, listens,
understands
Examples: Participates in class discussions.
Gives a presentation. Questions new ideals,
concepts, models, etc. in order to fully
understand them. Know the safety rules and
practice them.
Key Words: answers, assists, aids, complies,
conforms, discusses, greets, helps, labels,
performs, presents, tells
Examples: Demonstrates belief in the democratic
process. Is sensitive towards individual and
cultural differences (value diversity). Shows the
ability to solve problems. Proposes a plan to
social improvement and follows through with
commitment. Informs management on matters
that one feels strongly about.
Key Words: appreciates, cherish, treasure,
demonstrates, initiates, invites, joins, justifies,
proposes, respect, shares
Examples: Recognizes the need for balance
between freedom and responsible behavior.
Explains the role of systematic planning in
solving problems. Accepts professional ethical
standards. Creates a life plan in harmony with
abilities, interests, and beliefs. Prioritizes time
effectively to meet the needs of the organization,
family, and self.
Key Words: compares, relates, synthesizes
Examples: Shows self-reliance when working
Values (characterization): Has a
value system that controls their
behavior. The behavior is
pervasive, consistent,
predictable, and most important
characteristic of the learner.
Instructional objectives are
concerned with the student's
general patterns of adjustment
(personal, social, emotional).
independently. Cooperates in group activities
(displays teamwork). Uses an objective approach
in problem solving. Displays a professional
commitment to ethical practice on a daily basis.
Revises judgments and changes behavior in light
of new evidence. Values people for what they are,
not how they look.
Key Words: acts, discriminates, displays,
influences, modifies, performs, qualifies,
questions, revises, serves, solves, verifies