Department of Electrical and

Electronics Engineering
 CRITERION 2
Program Curriculum and Teaching-Learning Processes
CRITERION 2 Mark Weightage
Mark Weightage
Program Curriculum 20

Teaching-Learning Processes 100

TOTAL 120
2.1. Program Curriculum
2.1.1 University curriculum for 10
attaining the Program Outcomes
and Program Specific Outcomes
Also mention the identified
curricular gaps, if any
2.1.2 Details of action taken to address 10
the gaps identified in section
2.1.1
2.1.1.University curriculum for attaining the
Program Outcomes and Program Specific
Outcomes Also mention the identified
curricular gaps , if any
Programme Outcomes and Program Specific Outcomes for Electrical
and Electronics Engineering:
PO1 Engineering PO7 Environment & PSO1 An ability to study the switching characteristics of
Knowledge Sustainability various devices and their applications for the control
of various electrical parameters using various tools for
analysis.
PO2 Problem PO8 Ethics PSO2 An ability to study the performance of various
Analysis machines and their design characteristics,
transmission techniques & transmission line
parameters, Instruments used to measure various
parameters and study on stability
PO3 Design & PO9 Individual &
Development Team Work
PO4 Investigations PO10 Communication
Skills
PO5 Modern Tools PO11 Project Mgt. &
Finance
PO6 Engineer & PO12 Life Long
Society Learning
Processes to identify extend of compliance of the University
curriculum for the attainment of POs & PSOs.

 State the structure of University curriculum.

 Identify various streams of courses in the curriculum.
 Categorize the courses in curriculum into different streams.
 Each stream in University Curriculum is mapped with POs & PSOs
having correlation.
 The relevant POs and PSOs are mapped with different streams.
 Gaps are identified based on the mapping of POs and PSOs.
Structure of University Curriculum

 The curriculum for the program is designed by the Anna University,

Chennai as per the guidelines issued by AICTE/ UGC from time to
time. The curriculum is periodically revised according to the industry
requirements and latest technologies by the Anna University
Structure of University Curriculum
(Regulation 2017)
• Course Component
• Mathematics
• Basic Sciences
• Basic Engineering courses
• Computing
• Breadth (Interdisciplinary Subjects)
• Humanities
• Professional Core
• Electives
Structure of University Curriculum
(Regulation 2017)
Hour Allocation

• The hours allocated and credits for each subject are presented in the table
given below according to the curriculum of Anna University, Chennai.
sample
Chart showing the Contribution of different streams in the
University Curriculum (2017 regulation)
CURRICULUM CONTENT

10.28 9.14

6.2

Mathematics
Basic Sciences
10.29
Basic Engineering
Computing
Interdisciplinary
2.86
Humanities
Professional core
6.86 Electives
49.14

5.14
Broad Curriculum:

• Co-Curricular Activities
• Extra Curricular Activities
Co-Curricular Activities vs PO Mapping

Activities PO Mapping

Guest Lectures PO1, PO2, PO3, PO5, PO6, PO10, PO11, PO12

Symposiums PO1, PO2, PO3, PO5, PO6, PO9, PO10, PO11, PO12

Workshops PO1, PO2, PO3, PO4, PO5, PO6, PO9, PO10, PO11, PO12

Conferences PO1, PO2, PO5, PO6, PO9, PO10

Seminars PO1, PO2, PO5, PO6, PO10, PO12

Inplant Training PO1, PO2, PO3, PO4, PO5, PO6, PO9, PO10, PO11, PO12

Industrial Visits PO1, PO6, PO9, PO10, PO11, PO12

Industry Oriented Training PO1, PO2, PO3, PO4, PO5, PO6, PO9, PO10, PO11, PO12
Extra Curricular Activities

Activities PO Mapping

Sports PO6, PO7, PO8, PO9

Motivational Speech PO6, PO7, PO8, PO9, PO10

NSS Club PO6, PO7, PO8, PO9, PO10

Youth Red Cross Club PO6, PO7, PO8, PO9, PO10

Fine Arts Club PO6, PO7, PO8, PO9, PO10

Energy Club PO1, PO2, PO3, PO6, PO7, PO8, PO9, PO10, PO11, PO12

Tamil Mandram PO8, PO10, PO12

Rotaract Club PO7, PO8, PO9, PO10, PO12

Process to identify curricular gaps through Survey:
ALUMNI SURVEY FORM SAMPLE
EMPLOYER SURVEY FORM SAMPLE
IN- PROGRAM STUDENT SURVEY FORM
SAMPLE
FACULTY FEED BACK FORM FOR CIRRICULUM
SAMPLE
STUDENTS FEEDBACK FORM SAMPLE
STUDENT EXIT SURVEY FORM SAMPLE
Process to identify curricular gaps through
Curriculum Mapping
 Building the Curriculum Map

• In the process of constructing the curriculum map, faculty teaching a

particular subject will need to associate their subject outcomes with
the programme outcomes.
• Judging by the subject outcome statements, identify the extent to
which each programme outcome is being addressed in the subject by
inserting suitable values of correlation.
• The values used are 1, 2 and 3 to show the correlation of all course
outcomes with PO’s and PSO’s.
 CURRICULUM MAP
Course PO PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
code 1

C101 - - - - - - - 1.00 2.80 2.60 2.80 1.60 - -

C102 2.80 2.60 - 1.60 - 1.00 0.80 - - - - 1.00 - -

C103 2.80 2.60 - 1.60 - 1.00 0.80 - - - - 1.00 - -

C104 1.00 - - - - 1.00 1.00 - - - - 1.00 - -
C105 2.60 1.80 1.00 1.00 - - - - 1.00 1.00 - 1.00 - -
*
*
*
*

C412 2.80 2.25 2.60 2.60 3.00 2.67 3.00 - - - - 3.00 3.00 3.00
Total 140.3 124.52 101.48 85.4 82.1 36.69 38.8 16.37 48.2 31.8 31.4 54.85 42.4 53.52
Average 2.46 2.15 1.95 1.86 2.11 1.75 1.85 2.05 1.79 1.77 1.74 1.63 1.51 1.91
 Analysis of Curriculum Map to Identify Gaps in the Curriculum
90

80

70

60

50

40

30

20

10

0
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2
Percentage Column1 Column2
of
The analysis of the curriculum map
• The analysis of the curriculum map shows that the level of
achievement of the PO’s -1, 2, 3, 4, 5, 7, 8 is greater than 60%.
• Hence the achievement of the above stated PO’s is possible with the
current curriculum to some extent.
• The percentage of achievement of the PO’s – 6, 9, 10, 11, 12 is less
than 60%.
• This implies that in order to achieve the above PO’s the content to be
imparted beyond the syllabus should be identified.
 Gaps in the Curriculum

• The gaps in the curriculum are identified by conducting surveys to

collect data from the Alumni, Exiting students, in program students,
senior academicians, faculty teaching the subject and from the
Industry/Employer.
• Remedial actions are proposed by analyzing the collected data to
bridge the gap in the syllabus.
Gap in Syllabus
2.1.2 Details of action taken to address
the gaps identified in section 2.1.1
 Details of action taken to address the gaps
identified in section 2.1.1
The following initiatives are taken by the department to bridge the gaps in the curriculum:
• Department Association and Professional Bodies student chapter a shall take initiative to
organize Conferences, Industry institute interaction Programmes, Workshops, Seminars,
and Invited Talks frequently for students by including experts from industries, reputed
institutions and alumni.
• Faculty handling the course shall conduct special lectures to address the content beyond
syllabus and to bridge the curriculum gap.
• Students shall be encouraged to work with innovative ideas and shall focus on current
technological trends to do their Seminars and Projects in the final year, to acquire
knowledge beyond syllabus.
• Technical fests shall be organized by the students which enable them to be aware of the
new frontiers in engineering Department shall organise Industrial visits and support
students to do Projects at industries to make them conscious of the challenges in the
industry..
• Students shall be encouraged to utilize resources like NPTEL and various e-
learning materials and e-journals.
• International Conferences and expert talks shall be avenues for the
students to enhance their technical knowledge and soft skills by interacting
with the resource persons of expertise from various fields.
• National Service Scheme shall help students to take up socially relevant
projects, thereby imparting social commitment and environmental
awareness which is minimally addressed by the curriculum.
• Students shall be encouraged to publish in-house technical Magazine and
Newsletter which not only helps them to be aware of the recent trends in
industry and research but also enhances the organizing skills.
Details of Gaps identified and Action taken
Guest lecture on “IoT in Domestic home appliances, Agriculture and
Automobile” held on 11.08.2017.
Guest lecture on “Career Awareness” held on 26.09.2017.
2.2 Teaching-Learning Processes

MARKS(100)
 Describe Processes followed to improve
quality of Teaching & Learning
• Processes may include adherence to academic calendar and
improving instruction methods using pedagogical initiatives such as
real world examples, quality of laboratory experience with regard to
conducting experiments, recording observations, analysis of data,
etc. Encouraging bright students, assisting weak students etc. The
implementation details and impact analysis need to be documented
Overview of Section 2.2.1
 Processes to improve quality of teaching and learning
Initiatives

• Adherence to academic calendar

• The course delivery and the conduct of activities are planned in accordance with the
academic calendar. All the academic and extracurricular activities of the department are
conducted with strict adherence to the academic calendar.

• Academic Calendar
• The Academic Calendar serves as an information source and planning document for students,
faculty, staff and the department. The academic calendar is prepared at the beginning of
each semester with a clear plan of conducting examinations, co curricular and extracurricular
activities of the college. Each department will prepare a department wise academic calendar
listing the plan of the activities of the department such as department staff meeting,
association activities, professional body activities, remedial classes and tests.
CAYm1 2017-2018 (July-November)
CAYm1 2017-2018 (December-June)
ADHERENCE TO ACADEMIC CALENDAR 2017-2018 (ODD SEM)
Pedagogical Initiatives
 Interactive classrooms:

 Classes are made more interactive by encouraging student participation as follows:

 Asking students to elaborate something that they have written in a response paper or on the class’ discussion board.
 Having students to answer other students’ questions.
 Punctuating the lecture with questions.
 Interrupting the lecture with a sample exam question.
 Asking students to interpret a statistic, a graph, a chart, or another visual image.
 Integrating a case study or an inquiry or a problem solving exercise into the class.
 Integrating student presentations into the class.
 Asking questions that involve higher-order thinking skills like diagnostic, challenge, evaluation or prediction questions.
 Asking students to summarize the main points that they learned in class that day and the points they found most confusing.
 Asking the students to explain the relevance, utility, or significance of the information presented in the class.
 Quality of laboratory experiments with regard to the
conduct of experiments:

 A lab manual will be maintained in each laboratory.

 Each laboratory include three types of experiments:
 Experiments in the prescribed syllabus.
 Experiments that cover advanced topics.
 Open-ended Experiments.
 All the experiments in the prescribed syllabus will be compulsorily followed and completed by the end of the semester.
 Students should complete at least two or three experiments that cover the advanced topics in each laboratory.
 Open-ended Experiments could be assigned by the faculty or the students may choose an experiment on their own to be
completed in the laboratory.
 The objective and the procedure for all experiments in the prescribed syllabus will be available in the lab manual.
 The solution along with the objective and the procedure will be added to the lab manual for the experiments that cover
advanced topics.
 Recording Observations and Analysis of Data:

 Each student should maintain a rough record to record the details of work done in each laboratory session.
 The students are directed to write the step by step procedure to achieve a solution for the given experiment.
 The faculty-in-charge will check the procedure and then student’s can proceed with doing the experiment.
 Students should record the observations in the rough record while doing the experiment.
 Students may also analyze the data to plot graph or other related work.
 The final output will be verified by the faculty-in-charge.
 Students should add the details of the experiments done in the laboratory to the prescribed record book.
 Students can appear for the University practical Examination only if the record is certified by the faculty-in-
charge
Flow Chart:
 Encouraging Bright Students:

 The students scored above 80% marks belong to the group of bright students.
 The measures taken to encourage bright students will be decided by the
respective faculty.
 The measures taken may include the following and additional actions may be
added according to the requirement:
 Recommend some quality references.
 Provide details of books to be referred.
 Suggest some e-resources and journals.
 Introduce a new tool/software.
 Assist weak students.
 Prepare quiz on topics from the subject.
 Self learning facilities
Assistance to weak students:

 A total of three tests will be conducted in each semester to assess the student’s performance in theory subjects.
 After each test, the faculty will analyze the results and categorize the students into two groups.
 The students who scored less than 50% marks belong to group of weak students and above 80% belong to the group of bright students.
 Remedial classes will be conducted for the weak students by each faculty.
 The number of hours taken for remedial classes will be decided by the faculty as required.
 A remedial test will be conducted for the weaker students thereafter and the results are analyzed to identify the impact of the remedial classes.
 Additional measures will be taken by the respective faculty in cases where the students fail to achieve the objective of remedial classes.

 The measures taken may include the following:

 Handouts for easy preparation

 Solved university questions

 Simplified notes for university exam preparation

Process to identify Weak Students and Bright
Students in Theory Subjects
Implementation Details