LECTURES
DESCRIPTION
The mode of lecturing adopted in the Department includes oral presentation accompanied by visual aids like slide show, word document, image or film. The faculty might also use chalkboard based on the subject taught. Collaborative and Active learning activities are incorporated during lecture hours to improve student engagement.
OBJECTIVES
To provide the fundamental knowledge of the subject
To save time of students by providing important information in short time period.
To present the subject matter in a systematic way.
To motivate the students in developing their interest in the subject
ASSESSMENT TOOLS
1. Direct Assessment
The direct assessment (formative) includes the internal tests conducted by the Department, Assignments, Quiz, One Minute Paper and the term-end examination (Summative) conducted by the VTU.
2. Indirect Assessment
Course End Survey conducted by the respective faculty member.
METHODOLOGY
Partly expository partly discussion based, problem solving, programming
FREQUENCY
Based on the approved time table which normally includes four lecture hours per course per week.
EXPECTED OUTCOME
Possess strong fundamental knowledge
Able to retain essential portion of the lecture session
Acquire conceptual clarity/new perspectives
Able to disseminate knowledge
TUTORIALS
DESCRIPTION
Tutoring is a part of the university teaching-learning process and is a basic strategy for improving the student’s academic success and professional goals.The tutors help or coach students on extending their information on areas such as problem-solving or simulations or interpretations.
TARGET AUDIENCE
Undergraduate and Postgraduate students.
METHODOLOGY
Every section has an hour allotted for tutorials in their class time table. The lecturers are allowed to utilize this hour for tutorials. The lecturer takes up this class in the room allotted for tutorials. Here the topics which are taught in the regular classes are covered in depth so that the students can understand the topics in detail and their queries regarding the topics are also cleared.
FREQUENCY OF USE
As per the time-table.
As required by the subject.
OUTCOMES FORESEEN
The students will be able to extend and deepen their knowledge in the subject.
The students will be able to improve their reading and listening skills.
ASSESSMENT TOOL USED
Quiz/OMP
PRACTICAL SESSIONS
DESCRIPTION
Undergraduate courses in general offer a solid basis of theoretical knowledge. Training the theoretical engineers for product environment requires time and becomes expensive for companies. A good combination of theoretical knowledge added with hands on skills is the expectation of Industries. In view of these aspects, we have planned the laboratory sessions rigorously. The programme of ECE deals with both hardware and software lab courses. In the hardware part designing and debugging of analog and digital electronic circuits, communication circuits are dealt in detail. Under software students are exposed to Embedded System design and Programming, VLSI design, Signal Processing, Simulation of Communication Systems and Computer Networks Simulation. Students are made to conduct hardware Laboratory experiments in a group of two to encourage students work in a team. While simulation experiments are done individually so that students develop logical and programming skills.
EXPECTED OUTCOME
Students will develop expertise in design and analysis of various electronic circuits.
Students will develop expertise in programming and analytical skills
Students will learn to apply theoretical knowledge.
ASSESSMENT TOOLS
Direct assessment
Individual performance during lab sessions
Viva
Record writhing
Open Ended Experiments
Internal Test
Semester end Lab Exam
Indirect Assessment
Course end Survey
METHODOLOGY
The following steps are followed in the hardware labs:
Understanding the working concepts and design
Rigging Up of the circuit and debugging
Analysis of the output
Comparison of theoretical and Practical values of parameters
The following steps are followed in the Software Labs:
Theoretical background
Understanding the problem statement and logic
Analysis of the code
Execution and verification of results
FREQUENCY OF CONDUCTION
Once in a week
REMEDIAL INSTRUCTIONS
Remedial instruction are meant for helping slow learners to shore up their basic skills. This extra support can help them catch up to their peers. Remedial programs are designed to close the gap between what a student knows and what he’s expected to know. They often target math or problem solving skills. Slow learners are identified based on their performance/response in regular class sessions and on the performance in class tests/internal assessment tests. Remedial sessions are conducted beyond the regular class hours or during study holidays. Students who have gaps in their learning because of frequent absence or attention issues can often benefit from such remediation and individual attention.
ASSESMENT
In class interaction with students (Non graded)
In class Problem Solving (Non graded)
METHODOLOGY
Identifying slow Learners.
Bridging the gap by linking what is unknown to students with what is known to them by discussing basic prerequisites (in a sequential manner without skipping any topics in between and are taught at students pace), real life examples etc.
Solving more number of problems of same kind. Offer Regular reviews and Practice exercises to reinforce learning and practice applying new knowledge.
Contents are taught in a different way from the student was taught first time around.
FREQUENCY
This content driven activity is conducted in students’ pace whenever required
ASSIGNMENTS
DESCRIPTION
It is a technique which can be usually used in teaching and learning process. It is an instructional technique which comprises the guided information, self-learning, writing skills and report preparation among the students.
OBJECTIVES
To apply the knowledge gained in their area of study.
To strengthen self-learning ability.
ASSESSMENT
Assignments are evaluated and marks are allotted. Certain percentage of this marks is considered for IA (Internal Assessment) marks.
METHODOLOGY
Assignments are given for each course. Minimum of 15 days is given for submission of assignment.
FREQUENCY OF CONDUCTION
Two assignments per course per semester.
EXPECTED OUTCOMES
Able to develop writing skills.
Able to develop self-learning skills.
Able to apply their knowledge.
SEMINAR
DESCRIPTION
The main objective of seminar is to develop learners speaking, discussion skills, presentation abilities, research skills, upgrade vocabulary while developing confidence in public interaction. Seminar is part of the undergraduate B. E. course that is included in VIII semester. Seminar initiation work starts in VII semester.Students were asked to select the base paper from peer reviewed journals namely IEEE, Springer, Elsevier, Wiley published after 2015 and with a volume number greater than or equal to III. These journals provide reliable information about contemporary engineering issues related to electronics and communication. Also Students were asked to select the faculty to guide in the seminar work. Documentation is assessed based on rubrics namely format on the seminar content, coverage, document organizing and originality in writing. Seminar presentation is evaluated based on the rubrics namely presentation skills, answering ability in a limited time. Satisfactory answering demands application of student’s basic engineering knowledge to explain, discuss the seminar topic.
OBJECTIVES
Enable student to document the technicality in the proper order, format and summarize the seminar topic information effectively.
Enable students to perceive contemporary technological information from reliable sources
Enable the students to develop technical presentation skills with proper time management and interact intellectually with the audience
Enable the student to actively participate by focusing on selected technical topics
Promote productive dialogue on the contemporary areas
Develop effective presentation skills
Develop confident body posturing
ASSESSMENT TOOLS
Direct Assessment: Direct assessment (formative) includes marks allotted based on the seminar rubrics.
METHODOLOGY
Every student is the part of seminar. Student will make an individual presentation on the selected technical topic in the allocated 15+5 minutes. Student makes presentation by using PPTs. The faculty evaluates the seminar by way of questions to assess the students has the ability to interpret the theme properly.
EXPECTED OUTCOME
Students will be able to demonstrate the concepts studied
Students will develop effective presentation and time management skills
Students will be able to elaborate the topic with real time examples
Students will cultivate confident body language
PROJECT WORK
DESCRIPTION
Project work mainly focuses on application of all skills and knowledge gained. Students should be able to use the latest tools and solve contemporary engineering Problems in a team. The work should be managed taking care of real time issues such as environmental conditions and societal issues. While working on the design, they should be able to communicate effectively within the team. Project work calls for innovative ideas and the students are advised to do the in-house project and not outsourced.
OBJECTIVES
Apply relevant knowledge and skills, which are acquired within the technical area to formulate and analyze the design concepts for solving the problem.
Evaluate, and critically analyze the scientific results obtained by hardware/software implementation of the work.
Document the work with requirements on structure, format, and language usage
Develop the presentation skills to explain the technical contents with proper time management
ASSESSMENT TOOLS
Project work is subject to direct assessment (Both formative and summative). Internal evaluation will be done by reviews of Phase I, II, and III. Student attendance and weekly reports are also taken into consideration. External valuation shall be done by a faculty member of other institute drawn from VTU affiliated institute with minimum of 10 years of experience.
FREQUENCY OF CONDUCT
Project reviews are carried out every month. Student attendance is taken for every project lab. Every week, weekly reports are submitted by students.
EXPECTED OUTCOME
Students will be able to develop research ability, tools, and techniques to solve problems.
Students will be able to make in-depth study of an issue / problem in the area of project.
Students will be able to understand the application of concepts, theories and principles in their relevant field
Students will be able develop prototype/working model of their projects.
INTERNSHIP
BRIEF DESCRIPTION
Internship is an opportunity offered by various industries, companies, institutions or firms for students so that they may gain exposure and hands-on experience in engineering domain. This helps the students to explore new concepts and apply, analyze real time problems in the desired field of study. In the current scenario it’s important to acquire practical ability and skill compared to acquiring only theoretical knowledge.
OBJECTIVES
To bridge such gaps between curriculum and industry needs.
To develop skills in technology
To gain hands-on exposure for the students to enable them to work in a technical organization,
company, industry
To help the student to develop research ability, multidisciplinary concepts, tools,
To enable effective communication and team work.
METHODOLOGY
The final year students are required to compulsorily take up internship for a minimum of 4 weeks during which they are usually trained initially and at times given small project or a module for implementation where they are expected to solve real time engineering problems. Each student is assigned an internal guide. The internship maybe carried out during their sixth semester vacation or seventh semester vacation. Other students (II and III year students) are also encouraged to carry out internship in their field of interest. They are expected to submit a detailed report to the department.
PROCESS OF ASSESSMENT
The students are subjected to rigorous evaluation through presentation, viva and report submission which is evaluated by a panel. Rubrics in maintained. This forms the internal evaluation. The final year students also undergo external evaluation as per the VTU norms.
EXPECTED OUTCOMES
Students will be able to apply skills obtained to solve real time complex engineering problems
Students should be able to involve in research mode that enables lifelong learning process
Students should be able to work in team as well as individually and communicate effectively
INDUSTRY ORIENTATION ACTIVITY
DESCRIPTION
Need of the hour is to have better interaction between academic institutes and industries. The Department of Electronics and Communication Engineering ensures that the students are exposed to the newer & latest technology used in the industries. Students are encouraged to participate in the project work. The department has signed MoU with KarMic Design, a design services and solution proving company with an expertise in Analog, RF, Mixed Signal, Memory and High Performance Digital domains. These initiatives provide opportunities for the students and are exposed to the world of technology. Industry Orientation Activity (IOA), formerly known as Lab Activity (LA) is being conducted in Department of ECE from Academic Year 2014-15. This two hour per week, beyond the curriculum activity aims on imparting skill set required for industry focusing on students’ ability to work within a team. It also focuses on improving Technical report writing skills of students. Modern Computer simulation tools such as Multisim, Matlab, LT Spice, Fritzing etc are introduced to students of Second and Third year Engineering. Use of project development platforms such as Arduino and Raspberry Pi are also taught. During IOA sessions, students are also encouraged to make use of Virtual Lab platforms provided by various IITs and NITs. Systematic procedure for designing projects starting from scratch is also taught to students in a template driven-Project Based Learning environment. The syllabus and activities of IOA are co designed by a group of faculty members of department every year.
OBJECTIVES
To bridge gap between the institute and industries.
To provide students with an opportunity to learn through interaction and working methods.
To expose the students to industry work environment.
To provide an insight to the basic concepts and hands on experience.
ASSESSMENT TOOLS
Indirect assessment (Survey Feedback).
Weekly Reports.
METHODOLOGY
The faculty identifies the scenario and a Problem Statement will be framed. The Students are invited to come up with possible solutions.
FREQUENCY
Once in a week per Batch.
EXPECTED OUTCOMES
Helps the students to gain the basic information of the electronic equipment and components.
Provides an opportunity to plan, organize, operate and engage in active learning experiences outside the curriculum.
Contributes to develop skills required for industry preparedness.
MINI PROJECT
DESCRIPTION
The mini project is a practical, in-depth study which strengthens the understanding of the student’s fundamentals through effective application of theoretical concepts. It gives an edge over the race of recruitment to work hard to ensure a good career. Mini project can help to boost the skills and widen the horizon of their thinking.
OBJECTIVE
To help the students to enhance their practical knowledge.
To get updated with the new technologies.
To encourage the students for product development.
It helps the students to exhibit their talent and attract better employment opportunities.
It gives the students a platform to become successful entrepreneur
ASSESSMENT TOOL
Direct Assessment: Two Internal evaluations
Indirect Assessment: Feedback
METHODOLOGY
Students will work in a team under the guidance of faculty on a continuous basis. Students shall submit one hard copy of the report to the Coordinators. Mini project exhibition will be organized by the department and students have to showcase their project. Participation certificates will be issued to every student.
FREQUENCY OF CONDUCT
Once in an Academic year for II and III year students.
EXPECTED OUTCOMES
Debug technical or practical problems
Work in a team.
Time Management
VACT- TECHNICAL
DESCRIPTION
VACT programme is designed for the students across the college. Technical training is a part of VACT conducted for second and third year students of the department. Along with curriculum students spent their time in learning some additional skills to crack the placement and higher studies competitive exams.
OBJECTIVES
To empower the students about the importance of technical expertise and stimulate further learning.
To inspire the students to read, think, and discuss ideas to solve problems.
METHODOLOGY
The assigned faculty discusses the topic for about 2 hours, which is been taught in the regular classes in the earlier semesters.
ASSESSMENT
Assessment of the students learning is done in the same class through multiple choice questions. In the later part of the session, answers for all the questions will be discussed with appropriate explanation. Every student is exposed to this training.
FREQUENCY OF CONDUCT
Based on the approved time table the free slots for the batch of students are identified, which includes three lecture hours per week.
EXPECTED OUTCOME
Possess strong fundamental knowledge.
Acquire conceptual clarity by solving various types of problems.
Able to prepare more effectively for the competitive examinations.
Able to possess strong programming skills
WORKSHOP
DESCRIPTION
Workshops are conducted by industry experts/ academicians in recent trends and technology in order to give more insight into the latest topics. Workshops are designed to provide a forum for discussion and learning new inventions and its core principles. Workshop consists of out of class activities and hands-on experience that are otherwise not included in the syllabus.
OBJECTIVES
To help students in improving skills like learning, communication, listening and experiencing new
technology.
To improve the quality of life for students
ASSESSMENT TOOLS:
Indirect assessment-Feedback is obtained after the conduction of the workshop
METHODOLOGY
Learning is achieved through presentation by the experts as well as through group work and hands-on experience.
FREQUENCY OF CONDUCT
Twice in a semester
EXPECTED OUTCOMES
Students will develop skills and positive attitude towards seeking knowledge
Students will demonstrate their capabilities and further update their knowledge
Student experience a huge increase in the amount of information that they retain when given the opportunity to practice what they are learning in the form of hands-on training.
Students participating in various workshops can always work on their leadership qualities thereby giving it the proper boost to grow.
INVITED TALKS
DESCRIPTION
Invited Talk is a way of enriching our students with the latest updates of the Industries and Technicalities. The Students are bestowed with knowledge about Industry needs, latest technical updates, avenues for higher studies etc. Initiated by the Department under the banner of Department Student association- Prodigi and other associations like IEEE, ISTE etc.
OBJECTIVES
To gain better insight about recent advances in various fields.
To motivate the students and inculcate leadership qualities.
Create awareness on various career perspectives.
ASSESSMENT
Direct assessment: Pre-assessment test and post assessment test done in the invited topic. Impact analysis is also done. Indirect assessment: Feedbacks are taken.
METHODOLOGY
Conduct a gap analysis.
Identify the objectives in inviting lectures.
Identify the resource person.
Schedule the session.
FREQUENCY OF CONDUCTION
Based on the needs in various disciplines.
EXPECTED OUTCOME
Students gain better insight about the topics.
Students develop professional networking with industry and academic experts.
INDUSTRIAL VISITS
DESCRIPTION
Industrial visit is the growing need to impart experience based learning beyond the conventional engineering curriculum. During the visit, students get an insight into the internal working environment of the organization.
OBJECTIVES
Students gain opportunity for active/interactive learning experiences in-class as well outside the classroom environment.
Industry visits bridge the gap between theoretical training and practical learning in a real-life environment.
With industry visits, students are able to better identify their prospective areas of work in the overall organizational function
Students become more aware of industry practices and regulations during industry visits
ASSESSMENT TOOLS
Indirect assessment (Survey Feedback).
METHODOLOGY
The teaching faculty identifies the company for Industrial visit. Permission will be sought from the concerned authority for the same. Date and time will be scheduled and same will be informed to the students. Necessary arrangement for the transportation will be taken care by the concerned faculty and the Department. On the day of visit, the students and staff will visit the organization and observe the working and system followed by the company which will be reported in the form of Industrial visit report. The report should reflect the learning that has taken place through industrial visit.
EXPECTED OUTCOME
Students should be able to develop interpersonal skills and communication techniques
Students are exposed to the broadened outlook of different workforces from different industries.
Industrial visit contributes to effective industry-institute interaction.
OPEN ENDED EXPERIMENTS
DESCRIPTION
The open ended experiment is an OBE based learning experience as a part of laboratory experiments in the field of electronics and communication engineering. Students are taught to demonstrate a new experiment using discrete components and software at primitive level, it will help them to carry projects till product realization in higher semesters.
OBJECTIVE
The main objective is to provide an opportunity for the students to deploy their skills by applying the knowledge gained during their regular lab sessions.
ASSESSMENT TOOLS
Direct assessment
Report Evaluation
Indirect Assessment
Course end Survey
METHODOLOGY
The following steps are followed in the Open ended Experiment:
Designing and verifying the circuits using Simulation software’s
Rigging Up of the circuit and testing
Comparison of theoretical and Practical values of parameters.
FREQUENCY OF CONDUCTION
Once in a semester.
EXPECTED OUTCOME
Students will enhance their design skills by conducting new experiment.
Students will be able show case their team spirit by doing group activity
Students will develop analytical and logical skills.
BRIDGE COURSE
DESCRIPTION
Bridge course is a three day program conducted by the department for first, second and third year students at the beginning of the academic year to bridge the curriculum gap between the lower semester and current semester. The aim of this program is to provide pre-requisite to the subjects to be taught in current semester.
OBJECTIVES
To provide adequate foundation in the core applied science subjects
To provide pre-requisite to the subjects to be taught in the current semester.
To provide smoother transition from the lower semester to the current semester.
ASSESSMENT TOOLS
Direct Assessment: Quiz and test are conducted at the end of the semester.
Indirect Assessment: Feedback is taken from the students
METHODOLOGY
Partly expository and partly discussion based
Hands on session for laboratory
FREQUENCY OF CONDUCT
Conducted at the beginning of the academic year.
EXPECTED OUTCOMES
Students will be able to relate the basics knowledge acquired in lower semester with the current semester Subjects.
The students are equipped with the knowledge and the confidence needed to take on bigger challenges.
Students are familiar with the components that are used in the current semester Laboratory.
COLLABORATIVE LEARNING (PEER TO PEER LEARNING)
DESCRIPTION
Peer learning is a teaching learning practice in which students interact with other students to attain educational goals. It is a form of cooperative learning which involves giving some teaching responsibility to the students. It also involves one-on-one tutoring by students who are slightly ahead of other students, or who have successfully demonstrated proficiency with the material in the recent past. Students feel more comfortable and open when interacting with a peer.
METHOD OF CONDUCTING
Demonstrations and presentations by students.
FREQUENCY OF USE
Once every semester.
OUTCOME FORESEEN
Students will be able to
Obtain self-directed learning skills, and thus lay the foundation for life-long self-education.
Foster critical thinking and problem-solving skills.
Nurture communication, interpersonal and teamwork skills.
Interact directly with students without constraints, and thus promote active learning.
ASSESSMENT TOOLS USED
Direct Assessment by the concerned faculty through discussions and questionnaire.
Indirect Assessment through feedback.
FLIP CLASSROOM
DESCRIPTION
In the flip classroom, the activities traditionally done in class and at home are flipped, or inverted. Instead of watching the lecture in class, students are asked to complete necessary preparatory work outside of class, often times in the form of an online, virtual lecture that has been prepared by the instructor. Class time is then freed up so that the instructor can guide students to complete active, constructive, or interactive activities during regularly scheduled class time.
METHOD OF CONDUCTION
Identify the content or topic to be delivered through flip classroom.
Develop the video lecture or select already available video lecture (NPTEL or MOOCs) and post in the Google classroom or Canvas platform.
20 minute is preferable. If videos are longer, split into 2 to 3 small video lecture of 20 minutes each.
Based on the video content shared, design in-class activities like problem solving or group discussion.
FREQUENCY OF CONDUCT
Two to three classes per semester
OUTCOMES FORESEEN
Classes become more active and student’s engagement in class improves.
ASSESSMENT TOOL
Quiz, group problem solving and feedback.